Level of parental involvement in nine to twelve-year-old girls participation in association football in Butere Sub-County Kakamega, Kenya

Abstract

Girls’ participation in association football (A.F) evolved from complete discrimination, gradual participation to complete participation across historical ages. In particular title IX and amateur sports act of the United States of America (U.S.A) outlawed all forms of discrimination in sport by 1978 and ushered in the era of complete participation. Participation benefited the girls physiologically, psychologically, socially and cognitively. Although the benefits were clear, girls aged nine to twelve years were often side lined in A.F activities and academic research. Girls’ participation in A.F afforded parents the opportunity to observe, guide, advise and support their daughters’ growth in strength, confidence and the overall acquisition of skills. But despite parental and girls benefits being clear, 9-12 year old girls were mostly left out in A.F activities and academic research. This confirmed that there was no consensus of advantage even when parents were involved then. The study utilized Lev Vygotsky’s social-cultural theory. In this theory parents used cultural tools of language, symbols and technology to design teaching learning activities (parental involvement). The girls interacted with parents via those activities (girls participation) using their elementary mental functions of attention, sensation, perception, and memory to bring about acquisition of skills, knowledge and attitudes. From the above the purpose of this study was to determine the preceding parental foundational socio-demographic characteristics and how they link with the level of parental involvement in nine to twelve year old girls participation in association football.  This was guided by the objectives on assessing the parental foundational socio-demographic characteristics as well as the level of parental involvement. The study applied cross sectional analytic design which allowed for examination of association between variables at one specific point in time. The targeted population was 8189 girls, same number for parents and 81 coaches. Multi stage sampling strategy which included purposive, random, and stratified sampling techniques were applied in selecting venues and participants. From the above targets, 417 girls, 417 parents and 22 coaches were sampled. Data was collected using semi structured questionnaires. Data collected was subjected to regression analysis using the software statistical package for social sciences version 25 and descriptive analysis. Key findings showed that; Socio-demographic assessment revealed 56.8% female parents and 43.2% male parents responded. At least 259 parents were aged between 40-49 years. More than 288 parents were in stable marriages. Parents involved themselves at three levels that included; directive behaviour 36.6%, praise and understanding 40.1%, active involvement 29.7%. Regression analysis revealed three variables above with positive coefficients as 0.00984, 0.01180, 0.01156 respectively, P<0.05, t>2 hence statistically significant. The study concluded that most girls were happy with being understood and praised rather than being pushed and directed. The study recommended further research due to the differences found within the three variables. Furthermore a policy on sensitising parents on the contents and activities of their involvement was recommended.