【摘要】 采用实验法和Pearson相关分析方法对100名学生线上为期8周的课余体能锻炼数据进行统计与分析。研究依据《义务教育体育与健康课程标准（2022年版）》10项体能在AI运动软件选定内容，在运动能力方面学生体能状况差异并不明显，5项体能间呈现显著程度不一的关联性，体能成绩与参与率间总体关联性不高；在健康行为方面8周参与率整体呈逐渐下降趋势，21点至0时进行锻炼的人数相对较高；在体育品德方面赛中赛参与率整体偏低，8周体能成绩整体呈上升趋势；教师AI教育技术、学生VR运动敏感度、AI运动软件性能是制约AI体能锻炼深入开展教科研的制约因素。更多还原

【Abstract】 The study used both experimental method and square-weighted method of Pearson to analyse the data of 100 students spending 8 weeks online for after-school physical exercise. The study selected 10 physical abilities in AI sports software based on the Curriculum Standards for Physical Education and Health in Compulsory Education(2022 Edition), finding no significant difference in students’ physical fitness in terms of athletic ability.It also found the correlation of varying degrees between 5 physical abilities, and the overall correlation between physical fitness performance and students’ participation rate was not high. In terms of health behaviour, the overall 8-week participation rate showed a gradual downward trend, and the number of people who exercised from 21:00 to 0:00 was relatively high. In terms of sports morality, the overall rate of competition participation was low, and the overall 8-week physical fitness performance showed an upward trend. Besides, it found constraints over indepth teaching and scientific research of AI-powered physical training, including teachers’ mastery of AI education technology, students’ VR sports sensitivity, and the performance of AI sports software.更多还原