| dc.description.abstract | The CBC curriculum was introduced in the Kenyan basic education programin 2017 to
foster early recognition of arts and sports talents among other skills. This can be achieved
by deliberately investing in talent development. The vote for Free Primary Education
(FPE) in the General Purpose Account (GPA) for each child‟s work was tripled from KSh
11.60 in 2016/2017 to KSh. 38.98 in the 2018/2019 financial year. Therefore, the main
study objective was to establish the effect of investment on the development of sporting
talent onpupils‟ participation in sports activities in Nairobi County, Kenya. The specific
objectives were to determine the effect of investment on; sports teacher training,
motivation of sports teachers, sports resources on pupils‟ involvement in sports activities
and lastly, the impact of parental investment in talent management on pupils‟
participation in sports activities at public primary schools in Nairobi County, Kenya.
Gardner's theory of Multiple Intelligences and Maslow's Hierarchy of Needs theory led
the research. Mixed design was used in the study targeting all 225 public primary schools
in Nairobi County. The study targeted the schools‟ head teachers, the teachers in charge
of sports, and the sports captains in all targeted primary schools. The study employed a
sample size of 271 participants obtained from 68 schools using randomized sampling and
targeted sampling methods. Data were collected using a questionnaire and an interview
schedule. SPSS version 22.0 software was used to analyse quantitative data. The
descriptive statistics used included frequency, percentages, means, and standard
deviations. Inferential statistics including regression, correlations were also used to assess
the relationships and existing effect between the independent and dependent variables.
Thematic content analysiswas used for qualitative data analysis and provided supporting
narratives for quantitative data analysis. The data was presented in tabular form and
discussed. The findings reveal that school investment in teacher education, teacher
promotion in talent management and sports facilities significant influenced pupils‟
participation in sports in Nairobi County schools. In addition, parental investment in
developing pupils‟sports talents may also translate into significant improvements in
pupils‟ participation in sports in primary schools. However, at present there is little
investment in the training of special sports teachers. There was limited investment in the
motivation of sports teachers in schools. Many schools still did not have the resources in
terms of sports facilities and the existing ones were not well maintained. Finally, most
parents invested little in managing their children's sports talent. Area Location of the
School was a moderating variable rather than an explanatory variable. Therefore,
research recommends that; it should be emphasized that sports educators receive at least
one special training once they have been appointed as teachers, in addition to the general
training they get at teacher training colleges. School administrators need to improve the
recognition, compensation and recommendations of sports teachers in order to be
promoted. There is a need for school heads to increase investment in both indoor and
outdoor sports facilities, and to maintain them in good condition. Finally, parents should
be encouraged to invest heavily in managing their children's sports talents not as an
alternative but as an act of recommendation that can improve their children's academic
performance and the opportunity to develop and develop valuable skills | en_US |
