Background to the Study

Investment in co-curricular exercises empowers understudies to perform well in scholastics. It helps understudies in creating sentiments of skill, making a domain which bolsters social capacities, bringing about improved strength. It additionally raises an understudy's self-idea, inspiration just as their general objective achievement. So also, Brown and Evans [2], noticed that co-curricular exercises play a holding capacity and assist understudies with learning significant aptitudes to work socially. They presumed that inclusion in co-curricular exercises builds connectedness among young people and it is frequently distinguished as a fundamental method to advance school connectedness. This examination found that understudies who took an interest in serious games were increasingly associated with school contrasted with non-members. Gilligan declares that investment in co-curricular exercises is basic in view of its job of helping with continuing the development and positive advancement of understudies on an everyday premise. Aside from diminishing an understudy of issues, action contribution opens new pathways and defining moments in understudies' improvement by giving them a feeling of having a place. Weiss likewise agrees that a noteworthy relationship exists between co-curricular action support and life fulfillment expressing that physical action and sports can possibly upgrade understudies' inspiration. Cooperation in sports expands understudies' general intrigue and responsibility to class just as their commitment in a progressively close to home understudy educator contact, increasingly inspirational frames of mind about school and extraordinary parent contact. 

An examination by Johnson of an example of 373 6th and ninth graders in New York, mirrored the feeling that co-curricular investment had on understudies and its pertinence to a fruitful profession. The attention was on how understudies can really build up the abilities, information and dispositions required for future vocation achievement. From the examination 28% reacted that it required "doing admirably in school," trailed by 21% distinguishing "partaking in co-curricular exercises" as significant and 16% reacting that "learning explicit profession related subjects" were fundamental variables. What's more 14% distinguished picking up hands-on understanding as significant, while 4% recognized assembling profession related data, getting extraordinary assistance and mentoring, creating PC aptitudes while 3% recognized anticipating post-auxiliary instruction as significant. Of most criticalness was the disclosure that no understudies alluded to the subjects or aptitudes they learned in the general examinations classes as a method for getting ready for what's to come. Fredricks likewise found that understudies made note of learning individual abilities, for example, discipline, duty, managing disillusionment, the advantages of difficult work and constancy. They additionally learn relational aptitudes, for example, coexisting with others and cooperating as a group and being critical to their future vocation achievement. Understudies explicitly noticed that aptitudes, for example, time the executives and control legitimately helped them in their presentation in school. Understudies additionally noticed that this support included the learning of exercises and qualities that they could right now use in their regular day to day existences or that would be helpful for their future instruction or their vocation. Zill, Nord and Loomis found that interest in one to four hours of extracurricular exercises every week was identified with a decreased probability of dropping out from school and furthermore more averse to utilize medications or smoke cigarettes. So also, McNeal, found that sports interest was identified with lower likelihood of school dropout and henceforth improves understudies’ probability to finish school. In a comparative report, Mahoney revealed that cooperation in any event one co-curricular movement was connected to decreased paces of early dropout rates among young men and young ladies. He stated that it was the action as well as the informal communities that teenagers procured through cooperation that kept them occupied with their school and kept them from dropping out [3]. 

Control in co-curricular exercises is an essential for dynamic learning, suitable working and the nature of school life. Operational order approaches ought to be sought after to support dependable conduct; to offer understudies fulfilling and productive school understanding. Where school culture maintains discipline in co-curricular exercises firmly, understudies advantage the most and create uplifting demeanors towards cooperation in the exercises. Control the board ought to be seen as the level of distinction between support of proper practices and straightforward concealment of issues. An order program in this way ought to take out conduct issues and deliberately fabricate the positive conduct substitution exercises. 

As indicated by the Manga Sub-County Development plan the games segment in the sub-County is confronted with various difficulties which incorporate high indiscipline situations when understudies take an interest in ball games coming about to wanton devastation of institutional property just as restricting of schools and authorities from taking an interest in consequent occasions. The ROK further demonstrates that the indiscipline cases have been expanding throughout the years; for example, the quantity of indiscipline cases in the game’s exercises Manga Sub-County from 2015 to 2019 is as shown in Table 1.

Table 1: Number of indiscipline cases in the sports activities Manga Sub- County from 2015 to 2019

Source: Manga Sub-County, SCDE’s Office 2020

Information in Table 1 shows that there were a number of indiscipline cases across the Manga Sub- County that need to be addressed. They occur at all levels starting from the Zonal level to Sub-County level. This study seeks to assess the training needs of games teachers on implementation of co-curricular activities in public secondary schools in Manga Sub-County.

Statement of the Problem

Interest in co-curricular exercises makes understudies stronger to unfriendly encounters and distressing life factors. The co-curricular exercises assume a holding job and assist understudies with learning significant abilities to work socially. Interest in co-curricular exercises has physical and mental advantages for understudies. Sports and games help to ease pressure, gloom and uneasiness. In any case, instances of indiscipline have prompted strikes; blacklists and aberrance in auxiliary schools in Manga Sub-County in spite of a few healing measures have been taken by partners in the sub-County. The preparation needs of games educators whenever tended to may improve support in co-curricular exercises and in the end diminish indiscipline in schools. This investigation tries to evaluate the preparation needs of games instructors on usage of co-curricular exercises in open auxiliary schools in Manga Sub-County [4].

Teacher roles and positionings in relation to educational games so far, educational games research has tended to neglect the crucial role of the teacher in actually choosing, preparing for, teaching with and evaluating the use of educational games. In this paper, we argue that in order to understand how teachers facilitate educational games, it is necessary both to consider how different game modalities enable different teacher roles and also how teachers position themselves in relation to games. We first present a theoretically and empirically based framework for understanding how teachers facilitate games by shifting through the roles as instructor, playmaker, guide and explorer. Next, we analyse and discuss whether the model can be extended to describe a group of 19 secondary teachers‟ approaches to the educational computer game series Global Conflicts (GC) [5]. The empirical analysis is based upon positioning theory and multimodal theory and falls in two parts. In the first part, we analyse how the teachers enacted the GC games in different classroom settings. As our findings show, the available modalities of the game design made the teachers assume relatively passive roles during the actual game activities. Next, we analyse a series of pre-game interviews with teachers and analyse how the teachers positioned themselves in relation to the GC games – both in relation to their general pedagogical beliefs and in relation to more specific assumptions about how to teach with the GC games. This part of the analysis suggests that teachers‟ familiarity with computer games and ICTs was quite significant influential in relation to how detailed teachers could project and predict different pedagogical approaches to teaching with the GC games.

Even though research on educational games has been conducted for more than forty years, the actual practices of teaching with games still remains severely overlooked. Instead, the research on educational games has mostly been driven by determinist and essentialist approaches that either aims to measure the learning outcomes of different forms of game-based learning or identifying the inherent learning potential of particular game designs. As a consequence, the actual practices and processes of teaching with games have only received limited attention among researchers. However, many of these attempts only provide limited descriptions of the pedagogical choices and considerations that teachers make when they teach with games [6]. This lack of empirical knowledge about how and why teachers use games is quite striking, given the fact that teachers are crucial gate keepers when it comes to actually selecting, enacting and evaluating educational games as a part of their teaching. Thus, this paper is an attempt to describe how and for what reasons teachers bring games into classrooms and how this creates problems and opportunities in relation to existing teacher practices. More specifically, we seek to explore three interrelated research questions. First of all, what roles do teachers assume when they facilitate educational games? Second, how do teachers position themselves in relation to educational games? Thirdly, how can we understand the relationship between game-based teaching practices and particular game designs?

 Teacher roles from our perspective, game-based teaching should not be understood as a „fixed‟ practice as it involves a repertoire of shifting teacher roles. The term „teacher role‟ is commonly used among educational researchers and practioners to describe how teachers respond to various demands and situations. Inspired by the work of Mead and Goffman, we will conceptualise teacher roles from an interactionist perspective. A role can be defined as: “the normative expectation of situationally specific meaningful behaviour” [7]. Following this definition, teacher roles are continually configured and re-configured in relation to the situated enactment of mutual norms and expectations. Thus, we conceive of teacher roles as a relational property of social interaction within a classroom context. This means that teacher roles should not be seen as fixed „scripts‟ or functions, but rather understood as more or less stable patterns of interaction and expectations that are based upon processes of continual negotiation i.e. between a teacher, a game scenario and his or her students. So far, there have been few empirical studies of how educational gaming requires different or changed teacher roles. One exception is Hanghøj‟s study of how a group of Danish social studies teachers enacted The Power Game, which is an ICT-supported debate game on parliamentary election designed for social studies education in Danish upper secondary school. In the study, Hanghøj identified three different pedagogical approaches to the same game scenario. One teacher mainly viewed the game scenario as a script to be followed and described her own role as a „puppet‟ and had difficulties „seeing herself‟ in the game. Two teachers followed a performative approach by emphasising the „entertainment value‟ of the students‟ role-playing abilities. Finally, two other teachers were mainly explorative in their approach and focused on the students‟ ability to „build hypotheses‟ in relation to the election scenario – i.e. why did the students favour certain key political issues instead of others? Each teacher also changed between different approaches, which imply that game-based teaching requires teachers to master a repertoire of different roles. Based upon Hanghøj‟s findings, it can be argued that teachers change back and forth between four different roles when they facilitate games for educational purposes, namely by performing as instructor, playmaker, guide and explorer. The role as „instructor‟ concerns teachers‟ attempts to plan and communicate the overall goals of a game scenario in relation to particular learning objectives. This role is also an integrated part of most teachers‟ everyday practices – i.e. when giving overt instruction in relation to a particular school subject [8]. The „playmaker‟ refers to teachers‟ ability to communicate the tasks, roles, goals and dynamics of a particular game scenario as seen from a player perspective. The role of the „guide‟ encapsulates how teachers support or „scaffold‟ students in their attempts to meet particular learning objectives when they play a game. Games also require teachers to perform as „explorers‟ in order to understand, evaluate and provide dialogical response to the students‟ experience of playing a game as seen from an outsider‟s perspective [9]. These four teacher roles should not be understood as “ideal types” or as normative goals for teaching with games. Rather, they can be seen as pragmatic categories based upon empirical analysis of teachers‟ game-based practices. In this way, the roles and their relationship are open to discussion and further analysis [10].

Secondary school teaching is more than just marking books and setting tests. You'll need to be ambitious, approachable and knowledgeable to engage with your pupils. One of the biggest attractions of teaching at secondary level is the variety of work involved. During a typical day you'll teach a number of different classes made up of different year groups, containing pupils of various abilities, attitudes and experiences. Another appealing factor is the opportunity to teach a subject reflecting your area of interest. Teaching a subject that you enjoy and helping pupils find enjoyment in it too, can be extremely satisfying [11].

'A great secondary school teacher shows a genuine interest in individuals and in finding out what makes those individuals 'tick',' says Dr Judith Kneen, programme leader of PGCE secondary English at Cardiff Metropolitan University. 'He or she is creative and works hard to find ways to make learning exciting, enriching and accessible. This is a job where you need to be on your mettle as you are working with young people who can be funny, demanding, inspiring and absorbing [12].'

Successful secondary teachers need to be career driven, resilient, excellent time managers who are able to work well under pressure-collaboratively or autonomously, as the situation requires. Here are some other skills you’ll need to deal with the daily challenges of managing a classroom of 11 to 16-year-olds. 'This is a crucial teaching skill,' says Dr Kneen [13]. Good teaching practice is built on the working relationships developed between teacher and pupil. 'It is important to treat each learner in a class as though they are significant. This is more likely to lead to pupils being engaged and honest about what they know or do not know and can lead to them sharing ideas and asking questions.' Aspiring teachers can develop their relationship-building skills by asking questions, listening to answers, finding out about individual interests and remembering names in group settings [14].

Building strong relationships is a key component of successfully managing classroom behaviour. Dr Jo Anna Reed Johnson, senior lecturer and head of PGCE secondary at the University of Leicester, believes that the ability to communicate positively and effectively is essential. 'When you're teaching, you need to learn to moderate your speech and tone of voice. Pupils at secondary age are good at reading a teacher by observing their facial expressions, so keep your body language positive [15].'

'When communicating with pupils use encouraging language and remember that warm smiles are contagious.' When it comes to communicating with your students Dr Kneen points out the difference between knowing something and being able to explain it effectively [16]. 'Being able to explain with clarity is a vital communication tool. You need to be able to explain things to classes that consist of pupils of different experiences and abilities. This involves breaking a topic down into its constituent parts and then sequencing these parts in an accessible way [17].'

As well as being adept at explaining, teachers also need to be able to demonstrate how to do something. 'Teachers learn how to teach better by doing things themselves, whether it be writing a poem or preparing for an exam question,' says Dr Kneen. 'Modelling is an important skill, as it fully demonstrates a process and enables a teacher to talk through their actions and decisions in order to benefit the learners' understanding.'

'Having strong subject knowledge is really important,' stresses Dr Reed Johnson, 'so assess your weaknesses and be prepared to fill any gaps.' 'Nobody appreciates a teacher who is lukewarm about an area,' agrees Dr Kneen. A teacher leads by example, so in order to engage pupils and drive their learning you will need to explore the subject fully yourself.

'A good example is this: in order to promote reading for pleasure a teacher will need to find out what fiction/non-fiction is currently being published, read and share prize-winning texts with learners, explore useful websites and liaise with the school librarian.' It is not strictly a skill, but a sense of humour is a useful tool to all teachers. 'Being able to laugh with students is important. You're not there to be their friend but making lessons fun, when possible, will leave a positive impression on pupils. Happy students are more open to learning,' says Dr Reed Johnson.

While academic courses such as the PGCE will give you the opportunity to learn and develop desirable skill sets, practical school experience is invaluable. Try to gain as much experience as possible, either through a paid placement or by volunteering in schools. 'There are plenty of jobs available in schools, such as cover supervisor, teaching assistant and invigilator, which can provide you with very valuable experience as well as an insight into the secondary school environment,' say Dr Kneen. Observing teachers also provides you with a good sense of the skills needed in the profession. To get the most out of this kind of experience, aim to observe a range of teachers in a variety of subjects in different key stages.

This study adopted mixed methods approach which includes both quantitative and qualitative methods. This study used descriptive survey design. The study targets all the secondary school students, games teachers and principals in Manga Sub- County. The study target population consisted of 32 public secondary schools in Manga Sub-County, 30 principals, 250 games teachers and 8,834 students. This population is involved in the study because it is directly involved in the supervision, management and participation in co-curricular activities in the secondary schools in the sub-county. The target population is therefore 9,114 respondents. This study employed purposive sampling and simple random sampling procedures to select the public secondary schools’ principals, games teachers and students to participate in the study. Purposive sampling was also to be used to sample the principals and deputies. Simple random sampling was to be used to select the teachers and students. Sample size selection was done in accordance with Morgan matrix, a statistical calculation for arriving at the approximate sample size developed by Krejcie [1], model and generated by Morgan using the formula. The sample therefore comprised of 29 schools, 29 principals, 152 teachers and 369 students giving an accessible sample size of 550. In the study, questionnaires, interview guides and document analysis were to be used. The instruments were to be used to supplement each other and to give a deeper and wider exploration into research perspective which would give the research more quality. In this, study data was to be organized, presented, analyzed and interpreted using descriptive statistical techniques. The descriptive statistics that were to be used to summarize data include percentages, frequencies, tables and graphical presentation. The data was analyzed using the Statistical Package for Social Sciences (SPSS version 22.0)

The study sought to investigate the coaching needs of games teachers’ training needs in the implementation of co-curricular activities in Manga sub-county.

Descriptive Statistics

Teachers Have the Skillset to Manage Training Sessions in Co-Curricular Activities

The findings obtained were shown in the Table 2.

From the Table 2, 44.2% of the respondents disagreed that teachers have the skillset to manage the training sessions in co-curricular activities. 55.8% of the respondents agreed that teachers have the skillset to manage the training sessions in co-curricular activities. Majority of the respondents agreed that teachers have the skillset to manage the training sessions in co-curricular activities. According to Jones, understudies are engaged by sessions where the instructor is able to explain and practically demonstrate what is he/she is instructing. It is important for teachers to have the knowledge and explanation paraphernalia in order to engage the learners and grab their attention.

Schools Have Invested to Ensure the Coaching Needs Are Met to Manage Co-Curricular Activities

The findings obtained were shown in the Table 3

Table 2: Teachers have the skillset to manage the training sessions in co-curricular activities

Source: The researcher, 2020

Table 3: Schools have invested to ensure coaching needs are met

Source: The researcher, 2020

Table 4: Teachers have the desire to ensure co-curricular activities are successful

Source: The researcher, 2020

From the table above, 67.2% of the respondents disagreed that schools have invested to ensure coaching needs are met. 16.4% of the respondents were undecided on whether schools have invested to ensure coaching needs are met. 16.4% of the respondents agreed that schools have invested to ensure coaching needs are met. Majority of the respondents disagreed that schools have invested to ensure coaching needs are met. Werner asserted that co-curricular activities engage the students to the point of reducing the dropout rates in school. Schools should seek to budget for co-curricular activities as a strategy to engage the students to participate in learning besides the co-curricular activities [10].

Teachers Have the Desire to Ensure the Co-Curricular Activities Are Successful

The findings obtained were shown in the Table 4.

From the table above, 68.9% of the respondents disagreed that teachers have the desire to ensure co-curricular activities are successful. 31.1% of the respondents agreed that teachers have the desire to ensure co-curricular activities are successful. Majority of the respondents disagreed that teachers have the desire to ensure co-curricular activities are successful. Chacha and Ngenda stated that teachers have a vital role in determining the motivational level of students. If a teacher is interested so was the students and vice versa. Though the subject of concern for the project is co-curricular activities, teachers should be passionate of their responsibility to engage students, otherwise the students was fall out.

Inferential Statistics

Further descriptive statistics was conducted on the data obtained. The techniques used were correlation and linear regression.

Correlation

The findings obtained were shown in the Table 5.

From the table above, there were significant correlations that could assist in the training needs of game teachers in implementation of co-curricular activities. They are as follows:

• Teachers have the skillset to management the training session and Teachers have the desire to ensure co-curricular activities are successful. This had a correlation coefficient of -0.795**

•  Teachers have the skillset to management the training session and Schools have invested to ensure coaching needs are met. This had a correlation coefficient of 0.188**

• Schools have invested to ensure coaching needs are met and Teachers have the desire to ensure co-curricular activities are successful. This had a correlation coefficient of 0.198**

Linear Regression

The findings obtained were shown in the Table 6.

From the Table 6, there were variables that could positively impact the training needs of games teachers in the implementation of co-curricular activities. Teachers having the skillset to manage the training sessions and schools investing to ensure coaching needs were met were significant predictors. They both had a significance level of .0005 which meant that there was a 99% confidence level of positively impact the training needs.

Qualitative Responses

One of the respondents stated the following:

“Schools should support the training needs of games teachers by ensuring they have an allocated budget to get closer to solving their training needs. Game teachers should also be motivated in training their descendants by demonstrating motivation and interest because students was replicate their interest in the co-curricular activities.”

Table 5: Correlation

**: Correlation is significant at the 0.01 level (2-tailed). Source: The researcher, 2020

Table 6: Coefficients

Dependent Variable: Dependent Variable implementation of co-curricular activities, Source: The researcher, 2020

Mixing And Interpretation of Data

It is important for teachers to have the knowledge and explanation paraphernalia in order to engage the learners and grab their attention. Schools should seek to budget for co-curricular activities as a strategy to engage the students to participate in learning besides the co-curricular activities. Though the subject of concern for the project is co-curricular activities, teachers should be passionate of their responsibility to engage students, otherwise the students was fallout.

In investigating the coaching needs of games teachers’ training needs in the implementation of co-curricular activities in Manga sub-county, it is important for teachers to have the knowledge and explanation paraphernalia in order to engage the learners and grab their attention. Schools should seek to budget for co-curricular activities as a strategy to engage the students to participate in learning besides the co-curricular activities. Though the subject of concern for the project is co-curricular activities, teachers should be passionate of their responsibility to engage students, otherwise the students was fall out.

Recommendations

The ministry of education should work in tandem to identify the various co-curricular needs that integrate them in the instructors’ guidance schedules. Co-curricular activities should be integrated in the learning process. There should be not alienation or trying to categorize it as an activity for the academically challenged

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