FM Božidar Iveković

Hello! My name is Božidar Iveković. I am a 28-year-old Fide master from Croatia. I have been playing chess all my life and have competed in numerous world and European chess events. Apart from that, I am a student(writing my thesis) of economics.

I started playing chess at the age of 4. Since then, I have competed in a number of tournaments in Croatia, but also in Europe and the world. Some of my biggest achievements are: 5x Croatian junior champion, 12th place in the World U20 Championship in India 2016 and 2 IM norms. Apart from that, I compete in numerous open tournaments, where I often win prizes. One of my recent (2024 Mitropa Cup) victories was against Rasmus Svane(rated 2621 at the time).

Throughout my chess career, I have not only played, but also coached a number of young players. Some of the children I coached won the Croatian championship in their categories, both girls and boys. I have also worked with older people and with people of different standards. In addition to that, I used to coach school children, where I got the opportunity to work with children aged 7-10 who were beginners. I work mainly with intermediate players (FIDE Rtg 1700-2100), but I am always happy to accept new students, regardless of their standard.

In my free time, I used to work as a waiter in several restaurants and bars in Zagreb, where I got to meet a lot of people, which sometimes takes patience and understanding. That is why I have developed these skills which I think are very important when working with people.

I value patience, simplicity, and consistency — both on the board and in teaching. I break down complex ideas into clear, manageable steps and never rush the learning process. Steady progress beats shortcuts, and building strong foundations is always the priority.

My approach to chess coaching is mentorship-based. Rather than focusing solely on moves and openings during lessons, I guide students to develop independent thinking and strategic awareness. Each week, I assign targeted tasks — including puzzles, annotated games, and decision-making exercises — that students complete on their own. These challenges are designed to strengthen their understanding, build discipline, and foster long-term improvement. Real growth, I believe, happens off the board, between sessions, through consistent self-driven work.