Ghanaian Senior High School Students’ Perception on the School Counsellor’s Role: the Case of Three Public Senior High Schools in the Offinso Municipality

Guidance and counselling play a very important role in the school system and the role of the school counsellor is seen as a central concern of stakeholders in senior high schools (SHS). However, little attention has been paid to the preconceived conceptions of the roles of the SHS counsellors held by students. In this article the researcher shares the results of an assessment of 400 public senior high school students’ perceptions on the role of their counsellors in the Offinso Municipality. A descriptive survey design was used to collect data for this study. Stratified, purposive and simple random sampling techniques were employed in schools and students. A key finding was that, generally, students have positive perception on the role of the SHS counsellors. However, they considered the counsellors’ role of assessment and appraisal as not so important. The study concluded that counsellors may be lacking the needed repertoire in the use of assessment and appraisal tool and that some positive action may be needed to urge counsellors to make use of test instruments and other forms of appraisals in ascertaining the needs of students for proper remediation. It was recommended that counsellor educators should be made aware of the perception SHS students hold concerning the counsellor’s role on assessment and appraisal so as to enable him/her educate the counsellor trainees on their importance.

Introduction
In Ghana the need for guidance and counselling continues to feature prominently. Educationists and psychologists emphasize the need to include guidance and counselling in the educational programme. It has been realized that the choices students will have to make within a complex and a changing world due to advances in science and technology and the competitive market make it so crucial to provide senior high school students with the needed knowledge and skill to assist them think through issues and undoubtedly, these knowledge and skills could best be provided through guidance and counselling.
Guidance and Counselling in Ghana, until recently, seemed not to have attracted much attention by way of intense structural and curriculum reform. According to Essuman (1999) serious work in establishing guidance and counselling in schools, however, began in the late 1960s by the Curriculum Research Development Unit (CRDU) of the Ghana Education Service (GES). The institutionalization of guidance and counselling was informed by public outcry based on the need for change in the educational system. This culminated to the introduction of vocational counselling (Ackummey, 2003).

The Need for Counselling in the Senior High Schools
The world is increasingly becoming diverse with the development of technologies and expanding opportunities. To ensure that SHS students are prepared to become the next generation of parents, teachers, leaders, every student needs support, guidance and opportunities during adolescence because this period of life is characterized by rapid growth and change. SHS students face unique and diverse challenges both personally and developmentally, that impact on their academic achievement. Guidance and counselling in SHS are to enhance the learning process and to promote academic achievements. It is also essential for students to achieve optimal personal growth, acquire positive skills and values, set appropriate goals and realize full academic potentials to become productive, contributing members of the world community (American School Counsellor Association [ASCA], 2012). Nziramasanga (1999) states that because of many pressures imposed on the family, parents tend to have little time for their children to give them the necessary guidance. The parents expect the school to provide solutions to the indiscipline in secondary schools caused by their children. UNESCO (2002:2) adds that "African adults have become more concerned with earning money and are less occupied with many traditional practices that formerly contributed to the upbringing of young people". ASCA (2012) is of the view that SHS counsellors are professional educators with a mental perspective and understand and respond to the challenges presented by today's diverse student population. Secondary schools' counsellors therefore do not work in isolation; rather they are integral to the total educational programme. They provide proactive leadership that engages all stakeholders in the delivery of programmes and services to help the students achieve success in the school. School counsellors align and work with the school's mission to support the academic achievement of all students as they prepare for the ever-changing world of the 21 st century. This mission will be accomplished through the design, development, implementation of a comprehensive, developmental and systematic school counselling programme such as: individual student planning, student's appraisal, system support and collaboration with parents, teachers and administrators. To achieve this feat in SHS, the Ministry of Education (MOE) in a policy statement in 2007, mandated all second cycle schools to have school counsellors/guidance coordinators for the effective implementation of the guidance and counselling programmes.

Perceptions of Students on Counsellors' Roles
Over the past decades compelling evidence has shown that students' perceptions of their school counsellor have changed minimally. From the researches that exist, students often view their counsellors more in an administrative role (West, Kayser, Overton & Saltmarsh, 1991). The researchers also concluded that on some occasion's students have perceived their counsellors as the primary source of assistance when discipline issues exist. With this situation existing in our schools, it is more likely students may seek help in administrative situation and or when disciplinary issues exist rather than for academic, vocational or for personal-social issues. Nelson, Nazario and Andreoli-Mathie (1996), analysed data from a study with undergraduate students to determine students' perception of their counsellors based on the gender of the counsellor and the nature of the issue presented. The authors alluded to the fact that, although some students viewed school counsellors as specialists in many areas, personal issues are often not viewed as appropriate topics for discussions. This view presented by the students is quite disturbing and it needs to be looked at. Some possible questions that readily come to mind is whether students trust their counsellors, how they view them as a person, how do they perceive their roles? Tennyson, Miller, Skovholt and Williams (1989) did a similar study with Minnesota secondary school counsellors. From the study it was concluded that on the whole, students' responses to the role of their counsellors was positive which is a good sign for counsellors. Also, Salami's (1989) study on attitudes towards counselling using two hundred and eighty students from College of Education, Oro, Nigeria, came out that students surveyed had positive attitudes towards counselling.
A startling revelation is Essuman's research (cited by Unachukwu & Igborbor, 1991 p.337) about the problem of narrow perception of the roles and functions of the counsellor held by many Nigerians. Such a narrow perception drastically reduces the chances of having a good number of secondary school students seeking counsel because they do not perceive it as capable of solving their problems. What's more, Ackom (1992), using one hundred and eighty-two (182) students from the Western Region of Ghana, studied secondary school students' perceptions of the guidance coordinators roles in senior high schools. The study revealed that the students had what he described as 'low perception' of the guidance coordinator's roles and this he attributed to the fact that students did not feel much of the coordinator's impact. This attitude of the students could probably be attributed to the fact that generally students' perception of counsellor was negative and that students sought help from other individuals such as their peers.
In guidance and counselling, perception plays important role; it helps the counsellor to be in the internal frame of reference of the client. The assumption may be that, if a student views the roles of the counsellor in a positive light the probability that the student will access the services of the counsellor will be very high and vice-versa. All things being equal, one can assume that the specified roles may be carried out in the SHS as mandated by the MOE, but how students view these roles of the counsellor is another subject of equal importance as the performance of the roles of the counsellor. Against this background, this current study, therefore, seeks to examine the perceptions senior high school students hold regarding the counsellors' role in their respect school. The following research questions guided the study in pursuance of the purpose of the study:  What is the most prevailing perception of SHS students on the role of the SHS counsellors in the Offinso Municipality?  What gender differences exist between SHS student's perception on the roles of their counsellors in the Offinso Municipality?

Methodology
A descriptive survey design was used to collect data for this study. Osuala (2001) notes that descriptive surveys are versatile and practical especially to the researcher, in that they identify present needs. He further noted that descriptive research is basic for all types of research in assessing ongoing situation as a prerequisite for conclusions and generalization. This study fits into Osuala's (2001) description because the study seeks to find the current status of students' perception of their counsellors hence the descriptive survey.
The accessible population was made up of all the 2781 public SHS2 and 3 students in the Offinso Municipality in the Ashanti Region of Ghana. Offinso was chosen because of its cosmopolitan nature. Data for the study came from 400 students purposively selected through stratification. SHS 2 were chosen because it was supposed they have experienced life on campus for a year and so they might have experienced some form of counselling. SHS 3 students on the other hand were chosen because they were at the terminal point of one level of the educational ladder and some may enter the world of work. So, they were in a better position to tell whether or not they benefitted from the counsellor. For these reasons, their perceptions of the role of the counsellor would be fairly pronounced. Based on the school's enrolment, each of the schools was given a quota. In using the quota sampling technique, the researcher found the percentage of each group (i.e. boys and girls) in the total school population and the proportional sampling technique was used to determine each group's proportion in the sample. In all, four hundred (400) public SHS students made up of one hundred and forty-four (144) girls and two hundred and fifty-six (256) boys were used for the study The instrument used in the study was the questionnaire. It consisted of two parts. Section A consisted of data on the demographic characteristics of respondents. Section B was made up of 30 items that elicited information from students on the counsellors' roles in the SHS. These scales comprised: (1) individual and group counselling, (2) developmental, educational and career guidance, (3) (assessment and appraisal, (4) consultation, referral and orientation, (5) coordination and management of a developmental and comprehensive programme and (6) professional ethics, personal growth and development. The sections were measured on a 5-point Likert scale. The gradation provided were: 1=not at all important, 2= not important, 3= somewhat important, 4= important, 5= very important.
The questionnaire was pilot-tested using Nkenkaasu Senior High School. After the analysis, some items were changed because students gave varied answers which showed that the questions were ambiguous; those questions were rewritten to elicit the needed responses. The scale however, had a Cronbach alpha reliability coefficient of 0.913 The collated data were statistically analysed with the aid of the SPSS version 20. Descriptive statistics (frequency distributions as well as means and standard deviations) were used to answer the research question one whiles the inferential statistics (An Independent t-test) was used to test the study's hypothesis (as stated in research question 2).

Bio-Data Analysis
The study sought to ascertain the gender differences of the students. As found in Table 1 the gender distribution of the data collected indicated male students constituted 64% and 36% for females. This shows that majority of the respondents were male. This probably suggests that in the SHS male students outweigh that of the females. The distribution is shown in Table 1.  Table 2. The data collected using the questionnaire were analyzed using mean and standard deviation and tabulated as shown in Table 2. The following cut-off-point was used (1-1.5= not at all important, 1.5-2.5=not important, 2.5-3.5 = somewhat important, 3.5-4.5 = important and 4.5-5 = very important. The literature showed that, senior high school students often held different views about the roles of their counsellors and against this background, students were asked to indicate the extent of importance of how they viewed the counsellor's role.

Scales
Counsellors The results from the field data as presented in Table 2 shows that students generally had a positive perception of the roles that counsellors perform in their schools. The students' overall mean score of their perception of the role of the counsellor was 4.04 and a standard deviation of 0.49. Specifically, students' perception on professional ethics, personal growth and development had the highest mean of 4.30 and standard deviation of .647. The least in mean score of perception was the counsellor's role of assessment and appraisal, with a mean of 3.42 and standard deviation of .928. These results indicate that overall, students in the study viewed the role of the counsellor as important. For instance, under the scale 1, students perceived the counsellor's role of helping an individual student to resolve or remediate a problem such as drugs and interpersonal relationships as very important. Again, under scale 2, the students viewed the counsellors' role of conducting special programmes to meet the specific needs of students, for example, absenteeism, truancy and drug abuse as important. They also believed it was important for the SHS counsellor to provide students with educational and career information.
However, concerning scale 3, the students in the study generally perceived this role of the counsellor as somewhat important. With regards to specific item, the counsellors' role of interpreting and communicating assessment results to administrators, teachers, parents and guardians and the counsellor gathering information on all students who were having personal problems to make sure they get the help they needed were all viewed as somewhat important.
With the counsellor's role of scale 4, the respondents saw the following roles of the counsellor as important: the counsellor planning and providing orientation programme for new students to help them adjust to new school environment, the counsellor talking to parents or guardians about the needs and concerns of students and the counsellor talking with teachers about the needs or concerns of students. Under scale 6, the student in the study believed it was important for the SHS counsellor to organize talks for students. Example, talks on careers.
The respondents also perceived the counsellor's role of making guidance and counselling goals and objectives for the good of the school and students as important. This finding is a good sign for counselling in the SHS in Ghana. However, this positive perception of the roles of the SHS counsellors as indicated by the students contradicts earlier findings that students placed the roles of the counsellor in a negative light (Unachukwu & Igborgbor, 1991;Ackom, 1992;Ubana 2008). The differences in findings may be due to time elapse by the researchers and settings of the studies.
 Research Question 2: What gender differences exist between SHS student's perception on the roles of their counsellors in the Offinso Municipality? An independent t-test to show the differences between the perceptions of male and female students on the role of SHS Counsellors was conducted and the results are indicated in Table 3.   (2020) From scales 1,2,4,5 and 6 the respondents, both males and females, have positive perceptions about the roles of the counsellor. However, the independent t-test conducted revealed that there was statistically no significant difference between males and females on their perception on the counsellor's roles even though female students seem to endorse the roles of the counsellor more than their male counterparts. (e.g. α=0.05 p=.24)

Scale: Counsellors roles
The result is not surprising in that naturally female students are good in interpersonal relationship, self-disclosure and openness than male students who are rigid and reserved in their relationships, hence cannot interact often with the guidance counsellors nor seek their services. It would therefore be unlikely for male students to rank the roles of counsellors highly because they do not 'consume' the services of the counsellor. This view is related to Van Der Riet and Knoetze's (2004) opinion that "male students are normally socialized to be strong and cope with their own problems" (p. 237). Most importantly, this finding is in agreement with Onyejiaku (1991) who asserted that despite sex differences, the attitude of males and females to some extent are favourable towards counselling services.
On the whole, the analysis of the responses showed that the respondents in the study had a positive perception on the roles of the SHS counsellors. All the roles specified were considered important except that of scale 3 on 'assessment and appraisal' where students perceived the role as somewhat important. The question that readily comes to mind is what is happening to this role of the counsellor? Is this role lacking in the senior high schools or counsellor trainees are not equipping the student-counsellors with adequate skills when it comes to the issue of assessment and appraisal? This issue is very worrisome because the responses from the students showed that probably this role of the counsellor was lacking in the SHS.

Conclusion and Implications of the Findings for Counselling
The general perception derived from the study suggested that five out of the six specified roles of the counsellor were perceived by the respondents as important. These roles include: individual and group counselling, developmental, educational and career guidance consultation, referral and orientation, co-ordination and management of a developmental and comprehensive programme, professional ethics and personal growth and development. Students' knowledge on the specified roles of the counsellor showed a positive perception about counselling and this is a good sign for the counselling profession in Ghana.
Senior High School Counsellors should therefore work towards maintaining this positive perception of the counselling profession. This positive perception is recommendable. This implies that there is awareness among students on the importance of the roles of the counsellor. Since students are aware of these roles, it is a good opportunity for the SHS counsellor to utilize this positive perception to intensify his or her services and to provide other services that may be lacking.
The findings however, showed that students perceived the counsellor's role of 'assessment and appraisal' generally as somewhat important. The possible explanation could be that, this role of the counsellor is lacking in the SHS and that there is limited training in this area for the student counsellor. Assessment and appraisal are important tools in counselling. It deals with gathering information which helps the SHS counsellor to assist students, but as seen from the research results, SHS counsellors seem to lack this skill; in this case the information gathered on students will be limited. Therefore, respondents' perception on the counsellors' role of assessment and appraisal need to be noted in the training of counsellors.

Recommendations
The following recommendations were made:  The counsellor educators or trainers should include in their counsellor training course an aspect on assessment and appraisal skills so that counsellor-trainees will have the skill to perform these roles.  In addition, the perceptions of SHS students on the counsellor's role of assessment and appraisal need to be corrected. To do away with this erroneous impression, the heads of institutions may need to make sure that counsellors they appoint in the schools have adequate training to handle the guidance and counselling programme. GES should also join forces in planning and implementing the curriculum for school counsellor training.


Physical education of students in the format of distance education

The current difficult situation with the spread of the COVID 2019 virus forced us to take a new look at the workflow and rebuild medicine as well as the entire education system. The rapid development of computer technologies over the past ten years allows education to find a reasonable way out of a difficult situation. Thus, the existing system of distance education helped to continue students ‘education during the pandemic. The new format of education forced University lecturers (and other educational institutions) to look for the most appropriate and effective ways to implement the educational process. The Physical culture is not an exception. This article suggests and proves the most rational content of conducting remote physical education classes. They improve physical education help to maintain and strengthen the health of the younger generation.

Introduction
The Federal target program "Development of physical culture and sports in the Russian Federation for 2016-2020» put forward the main goal of "creating conditions that allow citizens to engage in physical culture and sports, and improving the effectiveness of training athletes in high-performance sports" [1, p. 1]. The main priority of the economic and social policy of the Federal program is to promote the standard of a healthy lifestyle, as well as to attract people to systematic physical education and sports in order to improve health.
An assessment of effectiveness from realization this program is a qualitative indicator. The economic effect of attracting the population to physical culture and sports shows reducing the number of days due to temporary disability of people. The increase in this indicator reflects positive achievements in the Federal program realization.
This program provides experimental developments and research for civil purposes [1,2] to ensure the methodological development of the physical culture and sports organization. This task can be completed only if the scientific and experimental base is developed. On the basis of it the necessary conditions for the qualitative education will be formed.
The last changes in Russia make it necessary to seriously re-evaluate the role of physical culture for the entire population of the country.
Today students have to spend most of their time improving professional skills. It leads to a high emotional and informational load. In this situation, physical activity takes a back seat. The student often forgets the importance of a reasonable combination of work and rest. The universal use of computer and information technologies in work, training and leisure leads to a decrease in physical activity and problems with the musculoskeletal system [3].
The current difficult situation in the world with the spread of the COVID 2019 virus affected all people on earth without exception. According to statistics in Russia on 04.05.2020, 145452 people fell ill with coronavirus. The death rate was 0.94%. Statistics of coronavirus infection cases in Russia are presented in Table 1 [4].
The coronavirus infection changed many of our habits and way of life. People who lead a healthy lifestyle are baffled how to behave in times of isolation and pandemics? Do I need to train during a pandemic? How do training sessions affect a person's immune system in response to a viral disease? How and how much can I train during a pandemic? What type of physical activity should I prefer? Scientists proved that physical training can affect the immune system of the human body [5, 6, 7, 8, 9, 10, 11 etc.]. A Grand experiment conducted in 1998 by scientists from Hong Kong on 24,656 Chinese adults showed that light training 3 times a week can reduce the risk of death by the Hong Kong flu. The same time, people, who do not exercise or train very much (over 5 workouts per week), are most at risk of death [12, 13, 14, 15, 16, 17, 18, 19, 20 etc.].
Lyudmila Alimbarova, a leading researcher at the Gamalei Federal research center for epidemiology and Microbiology of the Russian Ministry of health, claims that research on the impact of physical activity on the possibility of Contracting influenza viruses has been conducted in Russia since the 1970s. The press service of the Ministry of health quotes her words: "The results of research show that the level of physical activity affects a person's resistance to infection. Those who do not play sports and are inactive in life are more likely to be infected with respiratory diseases. The same effect was observed in those who exercise excessively -with heavy loads and long recovery. The same athletes and Amateurs who exercise regularly and with a moderate degree of exercise showed an extremely low incidence of respiratory infections compared to the previous two groups" [21].
Researches conducted by American medical scientists in 2009 and 2015 in laboratory conditions on mice proved "that regular moderate exercise before infection has an anti-inflammatory effect in the local focus of infection", reduces the severity of the disease and viral load [22,23].
What if you don't exercise regularly? Will the beginning of physical activity have a positive effect on the immune system? The answers to these questions were also obtained experimentally in mice. As a result of the research, scientists concluded that during the incubation period (the time between infection with the flu and the manifestation of its symptoms), moderate physical training for 20-30 minutes a day increases the chance of survival. The experiment showed that the number of surviving mice receiving physical activity for 20-30 minutes daily during the incubation period was 82%. While the number of surviving "sedentary" mice was 43%, the number of surviving mice that performed intense physical activity for 2.5 hours a day was 30% [24,25].
An interesting research was conducted among football players and athletes who specialize in cross-country. Strong training of these athletes led to a decrease of immunoglobulin level in the blood (IgA). Immunoglobulin (IgA) is an antibody (protein compounds of blood plasma) of the immune system. In response to the damaging effects of various antigens: microbes, viruses, bacteria, etc., antibodies bind to pathogenic microorganisms, block their reproduction and neutralize the toxic effect. Thus, immunoglobulins create the body's immune defense (humoral immunity). IgA is also closely related to upper respiratory tract infections. When the level of immunoglobulin in the body decreases, the number (frequency) of diseases increases. Experimental studies on the example of football players showed that during the lowest level of immunoglobulin in the blood, the most pronounced symptoms of infection were manifested. This was indirect evidence that excessive physical activity without adequate recovery makes the human body more vulnerable to virus attacks [26].
Exercise helps ease the course of the disease in people infected with coronavirus, as researchers at the American University of Virginia Graduate school of medicine confirm. We are talking about patients who are officially diagnosed with pneumonia. It developed against the background of infection. Scientists found that regular physical activity aimed at strengthening the cardiovascular system reduces the likelihood of developing acute respiratory distress syndrome (lung damage). It is deadly to humans. This complication occurs in 20-40% of those infected with coronavirus infection and in 50% of cases leads to death. Experts note that during physical training, the human body naturally produces an antioxidant-extracellular superoxide dismutase (EcSOD). It reduces the likelihood of developing acute respiratory distress syndrome. In this regard, scientists recommend that every day for 30 minutes to pay attention to cardio trainingwalking, running, aerobics, cycling [27, 28, 29, etc.].
This information made us take a new look at the content of physical education classes, taking into account the distance learning students.

Materials and methods
The paper presents: -General theoretical research methods-psychological and pedagogical analysis, sociological, reference and encyclopedic, valeological, normative and program documentation; -empirical research methods-pedagogical experiment, pedagogical observation, questionnaire, survey, conversations, generalization of pedagogical experience, assessment of the psycho-emotional state, analysis of students ' activities; -mathematical and statistical methods of processing materials of experimental work (quantitative and qualitative analysis of research results).
The experimental study was conducted in Russia, at Omsk State Pedagogical University with 1st-year students studying at various faculties of the University. The number of participants in the experiment was 54 students. The study was conducted during the period of distance learning of students associated with the outbreak of coronavirus infection in the country -from March to July 2020.
Purpose: substantiation, development and experimental verification of software for remote physical education classes for students.
Object: the process of students physical education during distance learning associated with an outbreak of viral infection.
The subject is the content of remote physical education classes for students. For the full organization of students physical training in the framework of the discipline, each teacher must: -know the material of the taught discipline in the scope of program requirements; -master the methodology of preparation and provision of practical classes; -conduct consultations within the course of practical training [30]. Physical education classes in a remote format set the task for teachers: to continue the educational process within the educational program of the University, to support and preserve the health of students, their immune system, improving their health, activity, and mood. Based on our previous experimental data, we can offer practical recommendations for independent physical training to students in the period of isolation and pandemic, as well as to people who lead a healthy lifestyle.

Results and discussion
We developed the content of independent physical education classes at the University [3]. Students ' distance learning was conducted at home. It was built on the basis of the previously developed content of classes (Fig. 1).

Fig. 1. Content of students' remote classes in physical culture
We offered students a video set of moderate-load exercises for 35-50 minutes. Then students were doused with cool or cold water. For each class, various complexes were offered that were not repeated throughout the semester. And if today's class was a yoga complex, then the next students were engaged in stretching, pilates, and so on. Each set included breathing exercises. Students made the tempering procedures at will, with absolute health [31]. Taking into account the difficult psychological atmosphere of 4 months of isolation, students were recommended to perform selfregulation exercises from self-training for 10-15 minutes during the day or before going to bed [3].

Conclusions
A variety of complexes and directions contributed to the development of students ' health and physical qualities, motivated interest in physical education, expanded knowledge in the field of physical culture, and introduced them to a healthy lifestyle.
The "well-being, activity, mood" test [32] showed significant improvements in the emotional state of first-year students. The results of changes in the emotional state of first-year students (n = 54) before and after physical training and cold water dousing are presented in Table 2. The proposed content of distance learning during the pandemic had a positive impact on the health, activity, and mood of students.


The Effectiveness of Core Muscle Exercises on the Muscle Strength Level and Some of the Biomechanical Variables Associated with the Jump Shooting Skill Performance in Handball * Asst

This research aims to identify the effectiveness of core muscle Exercises on the muscle strength level (legs, trunk, and arms) and the performance level of the jump shooting skill for female handball players, as well as some biomechanical variables associated with the skill performance (performance stages time distribution, the body’s movement course horizontal displacement value, the shooting hand movement horizontal displacement value, the body’s gravity center height on the vertical axis at the elevation moment value, the elevated foot at the body launch moment vertical velocity components value, the shooting arm at the ball release moment horizontal velocity components value, the fixed shooting leg, the free leg, and the elevated foot joints angular change value, some body positions and parts angular change values percentages). The researcher used the descriptive approach through biomechanical analysis of the jump shooting skill, and the experimental method of one-group design on a sample of (7) female national players in the Helwan University team for handball, who performed (3) shooting attempts, before and after the application of core muscle Exercises. and the researcher used strength and muscle ability tests, and skill level tests for the jump shot skill. The Exercises program consisted of (30) units for (10) weeks period, with (3) Training units per week, and a capacity of (60) minutes per unit. The results showed improvement in the biomechanical variables (under study), strength and muscle ability measurements (legs, trunk, and arms) and the jump shooting skill performance of the research sample players. Research Terminologies: Core muscles, core stability, biochemical variables, jump shooting. Introduction and Research Problem: Bliss (2005), Dave Schmitz (2003), and Ron Jones (2003) suggest that corebody strengthening exercises have become the main key to athletes Exercises programs for all levels. It acts as a bridge that connects the upper and lower extremities, in addition to preventing force leakage, and the force resulted from the core body part is called the extremities power source. Core body part term refers to the trunk and pelvis area, which includes the abdominal muscles (rectus, transverses, internal, external, and oblique's), the hip muscles (front, back), and the spinal muscles (Lower back muscles, and upper back muscles); these groups are connected to the legs, shoulders, and arms muscles. (Greg, B, 2003, Dean, B) It consists of (29) muscles and is located in the center of gravity of the body when the movement begins. (Prentice: 2003)

add that the core muscles work on the complete transfer of the force produced from the lower extremity through the trunk to the upper extremity and sometimes the held tool. Therefore, the core muscles weakness will not lead to a complete motor energy transfer from the lower to upper and thus poor athletic performance.
The trunk has an important effect on the shooting skill performance in handball, for when the player starts preparing for the swing, following that the torso rotates backward inverting the throwing direction until the shoulder axis crosses the pelvic axis and the left shoulder faces the goal in order to achieve the foothold of the left leg for the right player. When the trunk completes its swing, this moment is considered to be the starting moment to turn facing the direction of shooting, by transferring the movement from the trunk to the shooting arm, where the shoulders axis rotates to face the goal through the forward movement of the arm and the trunk forward rotation, followed by the whip movement of the forearm and wrist. The strength and accuracy of the shot depends on the trunk strong rotation the foothold movement on the front left foot and the arm's whip movement. (Reita, E, Mary P: 1997) Amal Gaber (2008), Adel Abd El Basir, Ehab Adel (2007), and Laila El Sayed Farhat (2005) agree that the kinetic analysis is done with the aim of identifying the skill technical characteristics, revealing performance defects and comparing it with theoretical curves. Also the theoretical study of the sample movement and their kinetic possibilities, and the evaluation through biomechanical kinematic analysis is done through studying the skill motor course mechanical variables. This is done according to the mathematical movement laws and the resulting variables that affect motor performance, and it is the best method of objective evaluating.
Through the researcher's viewing of scientific references and Arab and foreign studies, she found lack of quality research that is concerned with linking the biomechanics fields as a scientific field and activating it to study skill performance problems in handball. This prompted the researcher to connect between the core muscle strength development as one of the most important physical components affecting the implementation of the kinematic duties of the jump shot skill, and between one of the biomechanics modern sciences and its applications in sports activity.
The jump shooting skill is a complex motor skill that requires an accurate neuromuscular compatibility of the feet, trunk and the shooting arm movement during correct skill performance. Due to the presence of some deficiencies in the interest of specialized Exercises that focuses on the physical components development of the jump shooting skill, the idea of this research occurred as an attempt to link the core muscle strength development with the long jump shooting skill biomechanical variables. Therefore, the research problem was shaped in identifying the developing core muscle strength effect on the quantitative values of some biomechanical variables for jump shooting skill, through diagnosing the handball female players' skill performance. The research aims to identify: 1. Biomechanical analysis of the jump shooting for handball female players. 2. Designing a group of core muscle exercises, and identifying their effect on: a) Some biomechanical variables affecting the jump shot skill performance (performance stages time distribution, the body's movement course horizontal displacement value, the shooting hand movement horizontal displacement value, the body's gravity center height on the vertical axis at the elevation moment value, the elevated foot at the body launch moment vertical velocity components value, the shooting arm at the ball release moment horizontal velocity components value, the fixed shooting leg, the free leg, and the elevated foot joints angular change value, some body positions and parts angular change values percentages). b) The muscle strength level (legs, trunk, and arms), as well as the jump shooting performance skill of handball female players.

Research Hypothesis
1. There are statistically significant differences between the pre and post measurements in some biomechanical variables values that affect the long jump shooting skill performance of the research sample handball female players in favor of the post measurement. 2. There are statistically significant differences between the pre and post measurements in the muscle strength level (legs, trunk, arms), as well as the jump shooting skill level of the research sample handball female players in favor of the post measurement.

Research Methodology
The researcher used the descriptive method through biomechanical analysis of the jump shooting skill for handball female players, as well as the experimental method of one experimental group using the pre and post measurement to apply the proposed core strength Exercises, and to determine the biomechanical changes to measure the development of the core muscle strength effect of handball female players.

Research Community
The research community contained (27) national handball team female players in Helwan University, all of whom are registered in the Egyptian Handball Federation for the sports season (2019-2020).

Research Sample
The research sample was chosen by the intentional method from national handball team female players in Helwan University, who are students of in the Faculty of Physical Education for Girls in El Gezira, and their number is (7) players. Each player performed (3 attempts) to jump shot before and after the application of core muscle exercises Each player performed (3 attempts) of the jump shot before and after the application of core muscle exercises, and the best attempts of each player were chosen for the purpose of biomechanical kinematic analysis, the number of attempts under study became (14 attempts); 7 attempts before and 7 attempts after applying core muscle Exercises. Additional (20 players) were selected to conduct the pilot study, and calculate the scientific treatments for the physical and skill tests under study. 2. An expert opinion survey form to determine: Physical and skill tests, as well as determining the general framework for implementing the proposed exercises in terms of duration -Training unit's number -Training unit time -core muscle Converter to convert video extension to AVI. b) Tools for measurements, tests and suggested core muscle exercises:

Research Sample Homogeneity:
Rastameter to measure height, medical scale to measure weight, dynamometer to measure the back and leg muscles strength, tape measure, stop watch, medicine balls, hand balls, chalk, collars, Swiss ball, Swiss hemisphere ball, hand wheel, Roman seat, Boules balls. The researcher conducted the first pilot study on (20) players from the research sample original community, and they are not enrolled in the research sample, from Monday 2/9/2019 to Monday 9/9/2019 in order to ensure: -Devices and tools used validity.

Research Implementation
-The possibility of implementing and applying measurements and tests and its related procedures according to the established conditions. -Assistants Exercises on implementing measurements and tests.
-Calculating the scientific treatments of the tests under study.
Tests Scientific Treatments: First Tests Validity: Table (2) The significance differences between the significant and insignificant groups in the physical and skill variables under study (n1=n2=10)

T value at a level (0.05) = 1,729 Second Tests Stability
To verify the test stability, the researcher used the test applying method and re-applying it to the pilot sample, and used the test validity account data as the first application on Monday 2/9/2019 and the second application a week after the first application on Monday 9/9/2019.  The researcher conducted the second pilot study on (5) female players from the research community and outside the main research sample on Sunday 15/9/2019 in the handball court at Faculty of Physical Education for Girls in El Gezira, in order to prepare the filming location as follows:

Variables
-Determining the camera position location for analytical photography purpose, as the camera position was set at a distance (10 m) from the player's foothold and at a height of (1.20 m) from the ground, and the camera angle was placed so that it is perpendicular to the player's side during the performance. -Set the most appropriate timing for filming the video. -Set the camera position according to the sun movement.
-Determine the player's field motion during the skill performance to determine the sector of viewing during filming. -Availability of an electrical source near the camera. -Determine control marks location for the scale.
-Identify the obstacles the researcher faces during the filming process and try to overcome them, including the tripod stability on the ground, its height relative to the players, and the availability of photography aids.

Figure (1) Camera position [*] Camera, [X] shooting player Proposed Core Muscle Exercises Program:
The proposed core muscle Exercises program aims to develop the body's core part muscles strength, and to improve the legs, arms, and trunk muscular ability to raise jump shooting skill level of the research sample female handball players by improving the skill some biomechanical variables.

Proposed Program Setting Foundations
-The exercises were developed in light of the jump shooting skill technical standards, which serve the skill's motor stages. -Setting exercises in the light of muscular work for skill performance stages.
-Safety and security factor availability for the Exercises place and the tools used.
-Provide the necessary tools and devices to implement the program.
-Taking into account the individual differences between the research sample players. -Pay attention to warm-up and prepare the body for Exercises. -Gradient from easy to difficult, from simple to complex, and from stillness to movement.

Program Time Division
The program was divided into (30) training units for a period of (10) weeks, at the rate of (3) Training units per week, with a time of (60) minutes per unit, according to the experts opinion.

Forming Exercises Endurance:
The researcher gradated in the endurance intensity from medium to maximum intensity, where she divided the total endurance cycle into (10) weeks, and each week into (3) Training units, where the endurance gradate were distributed among the Exercises weeks during the Exercises program stages, to start from 55% to 90%. The principle of gradual increase in the endurance intensity and size during the Exercises program stages according to the objectives was in consideration, as it started from 55-65% to 75-90% of the maximum that an individual can endure.
The researcher legalized the Exercises endurance by determining the appropriate dose for each exercise by dividing the maximum number of repetitions by (2) and recording the time spent by the player in performing each exercise and its endurance, as well as recording the rest time between each exercise and the one after.

Exercises Method
The researcher used the low-intensity interval Exercises method in the program implementation first stage, and high-intensity interval Exercises in the

Third Pilot Study
The researcher conducted the third pilot study on (9) female players from the research community outside the main research sample on Wednesday 18/9/2019 in the handball court at Faculty of Physical Education for Girls in El Gezira, in order to test a Training unit from the program, and the study resulted in:  Exercises suitability with the training unit time.  Suitable exercises that fits the player's level.  Being able to determine the actual performance time for each exercise, the average number of repetitions, and the average time between groups. Table (

Main Study Pre Measurements:
Pre measurements were conducted on the variables under study according to the following order:  Saturday 21/9/2019, measuring the research sample physical and skill tests.  Sunday 22/9/2019 filming the jump shooting skill for the research sample of (7) female players, where each player performed (3) shooting attempts and each player best attempt was chosen based on the criteria of correct jump shooting technical performance to extract the biomechanical variables in the skill performance technical stages.

Program Application
The proposed core muscle training program was applied on the research sample over a period of (10) weeks, (3) training units per week on (Saturday, Monday, and Wednesday), and (30) training units with a capacity of (60) minutes, in the period from Monday 23/9/2019 to Monday 2/12/2019 in the handball court at Faculty of Physical Education for Girls in El Gezira.

Post Measurements
The post measurements were conducted after the proposed program implementation completion on the research sample, with the same sequence and conditions followed in the pre-measurements.
 Wednesday 4/12/2019 measuring the research sample physical and skill tests.  Thursday 5/12/2019 filming the jump shooting skill to extract the biomechanical variables extracted in the pre-measurement.

Statistical Treatments
The researcher used the following statistical treatments:  Arithmetic mean.  (5) and (6), the researcher can infer some phenomena related to performance characteristics, including: 1. The preparatory movement performance time arithmetic mean (approach steps, shooting arm preparatory swing, elevation and foot instep touching the ground) reached (0.211 sec) and represents (50%) of the skill total performance time, evenly for pre or post measurement. The researcher sees that the preparatory stage took a longer time than the main and follow-up stages due to its importance, as it aims to prepare for the basic movement by gathering forces and increasing speed through the shooting arm approaching steps and the preparatory movement invert the throwing direction and bending the elevating leg joint, which leads to the appropriate stretching of the working muscles preparing for the appropriate muscle contraction to perform the basic movement. This is in agreement with what "Amal Gaber Berekaa" (2008), "Adel Abd El Basir and Ehab Adel Abd El Basir" (2007), and "Mounir Gerges" (2004) indicated that the preparatory stage aims to well prepare for the main stage, which accomplish the basic mechanical goal, which is obtain a horizontal distance towards the goal to reach the nearest shooting point. The preparatory stage serves the main part and works to prepare the movement performance necessary strength. It is an important stage from a mechanical point of view because it is responsible for placing the shooting arm at the most appropriate point to start the basic movement in the goal direction.   (7) shows the horizontal displacement value change of the body's movement path during the jump shooting skill performance in the two measurements (pre-post), and the shaded part in the table shows the body's position at the moment the elevating foot is released to start the player's body flight, until the end of the flight and the beginning of the landing point.
In light of the results presented in the previous table, the researcher can discuss these results as follows: 1. The horizontal displacement values of the body's path movement in samples pre and post measurements were variable from the movement beginning to its end as a result of the gradual increase in the gravity center height, especially with the body's flight beginning. 2. The player's pre and post measurements highest value came at a time (0.24 sec), and the researcher sees that this value reflects the moment when the player is at the maximum height while performing the skill basic movement and also the shooting arm basic movement, which is the decisive moment in determining the appropriate angle to shot the ball. 3. The reduction in the horizontal displacement value in the post measurement over the pre-measurement at the elevating foot release moment in (0.16 sec) time for some players is attributed by the researcher to the elevating foot pushing force the increase, that is presented in is the body's launch into the air starting force; Which could be a result of the core muscle exercises under study.
The   (8) shows that the horizontal displacement change in values of the shooting arm hand movement during the jump shot skill performance in the two measurements (pre-post), and the table shaded part shows the start of the basic main movement start of the shooting arm until the moment the ball is released.
In light of the results presented in the previous table, the researcher can discuss these results as follows: 1. Shooting arm preparatory stage took two-thirds of the time to perform the arm movement from the beginning of the skill to its end. It is also noticed that there is a variation between the shooting arm hand movement horizontal displacement values between the pre and post measurements of the research sample. The researcher sees that the shooting hand movement displacement values increase in general from the beginning of the performance and then its declines with the preparatory stage end. The result of a change in the hand direction from front to backwards reversing the movement direction, and the decline in the preparatory stage post measurement values is a result of the shooting arm expanding and the increased muscle lengthening of the muscles involved in the movement, and increase the muscle stretching of the muscles involved in the movement. The more the shooting arm expands backwards the horizontal displacement values of the preparatory arm movement decline until the arm begins its backward movement with the arm main stage beginning. 3. The basic stage took a quick form of the shooting arm's hand path where the basic stage began with the arm's movement forward beginning towards the goal at a time (0.24 sec) and ended with the launch moment (release) of the ball at a time of (0.36 sec). The researcher believes that the observed increase in the outputs of the main stage movement horizontal displacement values was a result of the shooting hand movement rapid transfer from back to front until the ball was launched from the player's hand, in addition to the rotation of the trunk, so the throwing process requires the participation of the rest of the body. For that the trunk helps motor transport from the lower to the upper extremities.  By comparing the body's gravity center height values of the pre and post measurement of the research sample female players, it is noted that there is a slight variation in the gravity center height distance between the pre and post measurements, which was in the post measurement direction.
The researcher believes that the body's gravity center height at the elevation moment (launch) depends mainly on the extent of the player's ability to achieve the pushing leg full expansion at the release moment. This may be due to an improvement in the elevation foot work, especially the ankle, and this in turn is considered an improvement in the muscular work of the active muscle groups, especially the legs gastrocnemius muscle as an ankle flexor muscle. Therefore, the researcher believes that the core muscle exercises under study contributed in improving the muscular work of the active muscle groups in the process of pushing the elevation around the knee and foot joints in particular. In addition, the trunk straighten posture was improved by being in line with the pushing leg with the free leg swinging help. This is in agreement with Melvin P. Ramy (2005) in that the height of the body's center of gravity during a jump is affected by the force produced at the elevating moment. The researcher believes that the increase in the elevation foot at the body's launch moment instantaneous velocity for post measurement depends on the player's ability to obtain speed from the preparatory stage by taking advantage of the horizontal velocity gained from approaching and converting it into a vertical velocity at the elevating foot pushing moment.
Table (10) shows the increase in the shooting arm horizontal velocity at the ball's launching moment for post measurement. The researcher believes that this depends on increasing the shooting arm's hand motion range, as it increases the arm's movement path and increases the ball's speed in its launch moment. This, in turn, expresses the shooting arm muscular work improvement during the main stage performance (ability stage). In addition to taking advantage of the elevating foot speed, the free leg swinging and the trunk rapid rotation through the body parts kinetic transmission that works on the shooting arms movement path height and thus the ball launch quickly and forcefully in the goal direction.  As for the shooting arm elbow angle at the preparatory movement end, the obtuse angle has increased in the post measurement than in the pre measurement, since the obtuse angle gives a wider motion range for the shooting arm movement. As for the elbow angle at the moment the ball is released, it is a slightly obtuse angle compared to the elbow angle at the end of the preparatory movement, and it may be less than the same angle in the skill pre measurement for some players such as player (3), player (4) and player (6). The basic shooting arm movement appears with the start by moving the shoulder forward towards the goal, followed by the elbow, then the hand and the ball, and the elbow joint angle is reduced for some players in the post measurement, as a result of the increase in the muscular contraction force that helps to quickly get rid of the ball at the flying phase end. The researcher believes that the strength development and core muscles ability positively affected the arm's muscular capacity, which affected the shooting arm muscular work by providing the opportunity for muscles sufficient stretching before contracting to perform the basic movement, which can be expressed as the ability stage to complete the shooting process by launching the ball towards the goal.
As for the elevating foot ankle angle at the body's launching moment and the instep touching the ground in the post measurement, was more than the amount of the same angle in the pre measurement. As the slightly obtuse angle in the post measurement is an indicator of the improvement in the elevating foot work by increasing the ankle expansion, which increases the player's ability in the elevation foot pushing the ground process. This is in agreement with "Wilf Paish" (1998) that the jump success is determined by calculating the starting angle at the last point the elevation foot contacted the ground.
The body's inclination angle at the elevation moment, increased in the post measurement than in the pre measurement. The researcher believes that the body's inclination angle at the elevation moment is what enables the player to expand the body joints (thigh, knee, ankle), that pushes the player to launch in the air. Whereas, the inclination angle is determined by the body's gravity center movement forward and upward over the elevating foot with the help of swinging the shooting arm backward, the trunk rotation and the free leg strongly upwards harmonizes with the elevating foot joints expansion (thigh, knee, and ankle), this expansion pushes the player into the air.
The free leg angular change before, at the launch moment, at the shooting arm preparatory movement end and at the flight path top was in some pre measurements exaggerated obtuse angles where the performance was marred by many errors that were corrected in the post measurements; this may be result of the core muscle training. The players were able to take appropriate joint angles for the joint involved in performance, which allows the best stretching and prepares the muscles to contract quickly and strongly, which helped in skill performance the skill in the correct mechanical way. This is in agreement with "Khairia Ibrahim El Sokar, Mohamed Gaber Berekaa" (2002) in that performing the skill in the correct mechanical way enables the player to make good use of all body joints to obtain a technically correct movement.  Significance ≤ (0,05) in favor of the post measurement. It is also clear from table (13) that the improvement rates in the physical tests ranged between (72.6% and 6.3%), and the highest improvement rates was in favor of testing the core strength and stability.
The researcher attributes the improvement occurrence to the good planning of the core muscle training program and the training loads regulations in a scientific manner appropriate with the age and training phase of the research sample. She used the Swiss ball exercises, light weights and using body weight as a core strength training major part in order to develop muscular strength, where the researcher took into account the training with gradual loads during the program implementation by training the various muscle groups, especially the core part muscles.
This is in agreement with both "Skip & Allen" (2002) that the most important benefits resulting from practicing exercises to strengthen the body's core part muscles are to increase motor efficiency during exercise, increase the body stability, and produce tremendous strength from the body's core part muscles as well as the adjacent muscles (shoulder, arms, and legs). The velocity strength characteristic improvement (muscular capacity), the activity of the rubber reflex allows excellent strength characterized transfer by velocity to the same biomechanically similar movements that require the trunk and the legs high capacity.
In this regard, Dave Schmitz (2003) points out that strong core muscles connect the lower extremities to the upper extremities, in addition to that core strength training includes multidirectional movements, making it one of the best exercises used to improve core muscle strength. (Middle body) The table also shows statistically significant differences between the pre and post measurements in favor of the post measurement in the skill tests of the jump shot skill of the research sample. The researcher attributes this result to the core muscle training program, which led to an improvement in the legs and arms muscle strength and ability. The success of the shot skill requires the legs ability so that the player can jump forward to the maximum distance, as well as the arms strength and ability so that the shot is characterized by strength, speed and accuracy.
The core muscles exercises led to strengthening the trunk muscles, which has a great impact on the skill performance. This is in agreement with Reita (1997), who pointed that the aiming strength depends on the trunk rapid rotation, also in line with "Leith Ibrahim" (2009), who indicates that the shot skill performance skill requires many muscle groups participation beside the arms and shoulder in order to perform it with the required efficiency. This is done by transferring the force generated from the foot muscles through the trunk to end with the ball leaving the shooting palm, which requires a movement transfer in which the force is transferred between the body parts and applied in a way that ensures that the shot is stronger and faster as possible. From the above, the first hypothesis has been partially answered, that states: There are statistically significant differences between the pre and post measurements in the muscle strength level (legs, trunk, arms), as well as the jump shooting skill level of the research sample handball female players in favor of the post measurement.

Conclusions
In light of the research objectives, within the research sample limits, from the data and information that the researcher has reached, and in statistical treatments light, the following were concluded: 1. The differences between the stages time distribution of the jump shooting skill performance in the pre and post measurements were statistically significant in both the preparatory and the main stage in favor of the post measurement, the variation in the follow-up phase time is equivalent, and the time distribution is summarized as follows: -The average total time to perform the skill was approximately (0.4s). aiming backward) represents approximately (50%) of the players performance time in general according to the general situation and in particular according to the development processes during the player's training program.
-The skill basic movement, which was represented in (flying and the arm movement aiming the goal) represents (30%) of the skill performance total time and with an ability time (0.12 s) for all research sample players, in the post measurement of the jump shot skill performance. 2. The core muscle exercises under study helped increase the elevating strength (pushing) and the body's launch speed. 3. Increasing the ankle range and pushing the free leg at the body launching moment is reflected in the body's gravity center height at the launch moment to complete the shot. 4. The change in values percentage variation (%) of the biomechanical variables is fitting to the job function and is in favor of performance. 5. Research sample strength and muscle ability measurements (legs -trunk -arms) were statistically significant in favor of the post measurements. 6. The change highest percentage improvement in muscular work for strength output and muscular ability among the three body parts (legs -trunk -arms) was the largest for the core area.

Recommendations
Within the research limits, its sample, and methodology used, and through the results, the researcher recommends the following: 1. Coaches making use of the research results as indicators through which to infer the player's physical performance characteristics. 2. Paying attention to the muscular work characteristic analysis and its parts during the handball skills performance generally and shooting specifically. 3. Paying attention to training the involved muscles during jump shot by applying more core muscle exercises within the training units. 4. Paying attention to training the players on the preparatory stage shot performance in a good way because of its important impact on the main stage. 5. Paying attention to developing muscle strength and ability for the trunk region for its role in the motor transport from the lower extremities to the upper extremities and achieving more motor control in the parts movement to serve the skill performance objective. 6. Increasing scientific research to support performance tests by using the mechanical variable values to evaluate the performance level.

References List: First: Arabic References
The International Scientific Journal of Physical Education and Sport Sciences (ISJPES) jan 2021


extfieldsofstudy: Psychology Physics

text:
Information Teaching Ability of EFL Teachers in Application-oriented College

This research carries on the investigation to the college teachers’ technology teaching ability clarified the actual situation. The research analyzes the restrictive factors that influence the development of the information teaching ability of the EFL teachers in colleges. The research using random sampling questionnaire surveys and interviews, from three dimensions: information technology teaching awareness, attitude, knowledge, skills, design and implementation. Aimed at investigating information technology teaching ability of foreign language teachers who come from 4 application-oriented college in Wuhan. The research based on descriptive, differential and correlation analysis of questionnaire data, from the teacher self-efficacy, construction and development of foreign language information-based teaching resource system, matching new teaching evaluation system, targeted, diversified and continuous training. The research expounds the concept, strategies to improve the information technology teaching ability of applied EFL college teachers.

Introduction
In recent years, the focus of national educational information reform has shifted from the input of infrastructure to promote the effective use of multimedia technology, such as information technology in teaching. With the widespread application of the new generation of information technology represented by Mobile Internet, Internet of Things, Cloud Computing, Large data, etc., smart education has a sufficient development foundation. Various emerging information technologies, such as Mu classes, Micro-classes, Baidu teaching, flipped classrooms, and learning spaces, have been continuously integrated into college foreign language classrooms,which has caused great changes in teachers' teaching methods and a certain "flip". The ten years development program of education information (2011-2020 years) also refers to the urgency of promoting the deep integration of information technology and higher education. How to adapt to the environment in the wave of information teaching and improve the ability of information teaching has become a hot issue in colleges and universities.
The New Media Consortium (NMC) and the Educause Learning Initiative (ELI) of the United States use the Horizon Report to analyze and predict new technologies. The "Horizon Horizon Report 2017" proposes emerging technologies that affect or promote the application of higher education, and points out that among the challenges that hinder the application of new technologies is how to improve college teachers' Information technology teaching ability to adapt to the new teaching ecological environment. There are three main types of research on teachers' information technology teaching ability: theoretical research, research on the application of new technologies and innovation, and research on teachers' ICT capabilities. In 2005, American scholars Koehler and Mishra proposed the concept of TPACK on the basis of subject teaching (PCK), that is, the ability to integrate subject teaching knowledge with technology. This theory provides a good idea for studying the knowledge structure of informatization teaching for foreign language teachers. Based on this, Chinese scholar Wang Wenjun proposed a knowledge structure framework for teachers' Information technology teaching capabilities, as shown in the figure: Figure 1. Knowledge structure framework of teacher's information teaching ability He proposed that teachers' knowledge is the fusion of teaching technology knowledge, pedagogy knowledge and disciplinary knowledge. According to the different levels of teacher's information technology teaching, it can be divided into three levels of knowledge: the first level of knowledge is the basic knowledge of teachers' information technology teaching ability, including subject professional knowledge, general teaching method knowledge, and subject teaching knowledge; The second level of knowledge is the main body of knowledge of teachers' information teaching ability; the third level of knowledge is the comprehensive knowledge of information teaching. The focus of research at home and abroad has shifted from theory to practice, and most of them are the study of elementary education in elementary and secondary schools, neglecting undergraduate education, and paying particular attention to applied universities [1][2][3] .

Research design
This research questionnaire is based on the TPACK theory of Punya Mishra and Matthew J. Koehler and the UTAUT theory which proposed by Venkatesh. Based on the teacher's information technology teaching ability structure, from individuals' perception of information resources is affected by personal characteristics, organizations, and social factors, which can affects their behavioral intentions and in turn affects they using information resources. UTAUT is used as the analysis framework, including independent variables (cognitive beliefs, self-efficacy, community influence and convenience) and dependent variables (behavioral intention, use of support), and analyze the relationship between the variables. Reorganization in three dimensions: information technology teaching awareness and beliefs, knowledge and skills, and design and implementation [4] .

Survey respondents
This research aimed at investigating information technology teaching ability of foreign language teachers which come from 4 application-oriented college, in Wuhan. The author has conducted 150 copies of questionnaires and collected 123 copies by combining the methods of mailbox distribution and paper questionnaire distribution for foreign language college teachers in 4 colleges, of which 102 were effectively supported. In this study, 4 teachers were selected as the subjects of case studies in the questionnaires of the questionnaires. A variety of data sources were collected, mainly through the use of interviews, observations, and documents, which allowed the researcher to dig deeper into each participant information. The participants were based on gender, age, teaching age, professional title, and teacher' education background. There are some differences in the demographic variables, and the sampling principle of maximizing the differences is guaranteed as much as possible.

Research process of implementing Q sorting
The implementation of Q sorting can be explained as encompassing five key phases: (1) generation of the concourse, (2) construction of the Q set,(3) selection of the P-set (the group of participants), (4) Q sorting, and (5) analysis and interpretation of the results. The figure is a flowchart of research processes, shows how to implement Q sorting.

Analysis of the questionnaire's reliability and validity
This questionnaire mainly uses the Alpha measurement method to analyze the internal consistency reliability assessment method of the questionnaire. Based on the questionnaire that has been matured, 50teachers were asked to make a pre-test after several revisions. The result Cronbach a coefficient is 0.871, which indicates that the questionnaire meets the reliability requirements. The reliability analysis results are shown in following The first part is "personal basic information", including the subject's gender, age, job title, college teaching experience, educational background, whether graduated from a normal major, type of university, etc. The second part is "investigation on the status of teacher's information technology use", including the channels for acquiring foreign language information resources. The use of different stages of the course, the teaching context of the use of teacher's information technology, the type of use, and the perceived information resources for the provision of teaching and language skills. This section is a multiple-choice question to measure the subject and status. The third part is "Investigation on Influencing Factors of teachers' information technology use". This part is a structured design scale question. Based on the UTAUT theory, it summarizes 11 variables that affect the self-efficacy and use of information resources of foreign language teachers.

Analysis of teachers' information technology teaching awareness and beliefs.
Low enthusiasm for information technology teaching at two ages: 30-40 years old and 50 years old. The survey shows that teachers with the lowest frequency of information technology teaching are teachers over 50 years old, followed by teachers of 30-40 years old who are not willing to teach by information technology. Although they are interested in information technology teaching, the using of information technology teaching is not frequently. The reason is that these teachers are in the rising career period, with a large amount of class hours and no more free time to carry out information technology teaching research [5,6] .

The self-efficacy of information technology teaching is different in multiple characteristic variables.
The teachers self-efficacy in their "information-teaching"literacy is examined. Different teachers have very different assessments of their ability in this area, sometimes they cannot reflect the true level Ability;Secondly, many teachers' understanding of teaching self-efficacy is teaching activities under the condition of technical integration, and the quality of teaching is directly related to the provisions of the school system. Therefore, this teaching ability is considered to be the basic quality of foreign language teachers.

The effectiveness of information technology teaching has been recognized.
Compared with traditional teaching methods, the biggest advantage of information-based teaching is not to improve the teaching quality, but it can provide image teaching that traditional blackboards, chalks and other teaching tools can not display, stimulate students' interest, and beat the classroom atmosphere. At the same time, informationbased teaching has an irreplaceable role in resource sharing and distance teaching. Teachers and students can discuss and solve problems anytime, anywhere. There are still different opinions on whether information-based teaching can achieve teaching reform and innovation.

Research implications and recommendations
Based on the present research on teachers' information technology ability and use status, as well as influencing factor models, the researcher believe that to promote the acceptance and use of information resources for foreign language teachers in colleges, it is necessary to improve teachers' intentions and improve convenience conditions to promote usage behavior. In addition, teachers' self-efficacy, information technology teaching knowledge and the use and training of information teaching should be improved to raise teachers' intentions to use resources and indirectly promote the use of information resources. Based on this, the study makes the following recommendations:

Technology teaching awareness and beliefs
According to the study, information technology teaching awareness and beliefs can directly affect teachers' intention to use technology teaching. Therefore, relevant departments should regularly organize lectures, seminars, and demonstration classes of information resources to popularize and promote the relevant knowledge and teaching applications of certain information resources. Experts and teachers in the field of educational technology and foreign language teaching can be invited to give lectures, especially to explain and demonstrate the technical requirements of specific information teaching, application models, and successful cases combined with foreign language courses, so that foreign language teachers are truly aware of information resources. The importance and practicality of foreign language teaching [7] .

Information technology training
Take foreign language information technology training as an important content of the professional development of foreign language teachers. Training should according to the characteristics of different colleges, it is planned and carried out systematically. The key to training should be teachers' information--teaching literacy and the integration of technical courses, that is, the improvement of TPACK ability, so that teachers can re-examine their role in the technology-enhanced language classroom, improve the awareness of information teaching and promote innovative teaching; At the same time that literacy improves, teachers from different groups should conduct targeted training courses: active converters already have relatively mature information literacy and a strong sense of self-efficacy. Training for this group should pay more attention to high-level applications and discuss excellent cases at home and abroad to maintain the willingness and confidence of the group to continue to use; the group of conversion explorers has the largest proportion, they have a certain amount of information literacy, but they are not as active in teaching and information resources so training for this group should focus on improving technical capabilities and sharing successful teaching cases to promote them to become "positive converters".

Information technology teaching contes
In recent years, foreign language teaching competitions in universities have been successfully held, which provide a lot of experience for the professional development and teaching practice of foreign language teachers. Similarly, researchers believe that.organizing specialized information technology foreign language teaching competitions and setting corresponding rewards can stimulate teachers to carry out creative teaching activities. From community influence, it can achieve the purpose of using information resources.

Assessment
Strengthen the assessment of teachers' information technology teaching. Taking information technology as one of the indicators of teachers' annual performance assessment, and increase its weight ratio in the evaluation. Only when relevant regulations are implemented can teachers find ways to improve the effectiveness of foreign language teaching and information resource integration.

Cultural atmosphere
Establish a cultural atmosphere for foreign language information technology teaching. The organizational culture of a college is crucial, culture can infect and affect people. The campus culture encourages individuals a subtle effect. Therefore, we should actively create a good information technology teaching atmosphere. Language teachers use information resources for teaching, and everyone explores the use of information technology in the teaching process, regularly hold seminars to explore and share experiences and difficulties [8] .

Conclusion
With the widespread application of the new generation of information technology. The research expounds the concept, strategies to improve the information technology teaching ability of applied EFL college teachers. College English teachers should follow the trend, reform their teaching methods and achieve their professional development.