初中生的身体机能正处于发展敏感期，所以加强对初中生体能上的锻炼尤为重要，为他们今后身心健康和达到高水准打下基础。体能是身体活动时表现出的一种能力，这种能力直接影响着个人的运动水平和运动能力。课后体能作业作为提高孩子们体能的重要手段之一，也对体育老师带来了一定的挑战。例如：学生对动作理解不够到位未能掌握正确的动作模式、体能作业选择范围有限、参与度不高和完成质量不高等。因此本研究通过虚拟仿真技术开发一套课后体能作业教学资源，并在教学时布置体育课后体能作业时运用，根据教学过程中的实际情况，为初中阶段学生对体能动作认真上的掌握和体能作业完成质量的提高提供一种新的教学手段，也为学生提高基础体能提供教学资源。

运用文献资料法、教学实验法、访谈法、问卷调查法、数理统计法等研究方法，对该教学资源进行了验证性实验。实验以乌鲁木齐市第一中学初二年级的 2 个班为例，经过前期筛选实验组 36 人使用三维动画教学资源辅助教学，对照组 36 人采用传统教学，共 72人进行教学实验，在 10 周教学实验后对两组学生的体能水平、动作技术掌握和情感态度进行对比分析，探究基于运动捕捉技术的三维动画教学资源辅助教学对课后体能作业的教学效果影响。

通过对照组和实验组的数据分析得出以下结论。课外体能作业借助于三维动画教学资源辅助的同学们相比较于运用传统教学手段的同学们在体能上有明显的提高；借助于三维动画教学资源的实验组于运用传统教学手段的对照组在动作模式上规范性更高。相比传统教学的对照组，借助三维动画教学资源的实验组完成作业的效率慢，但质量高。

本文关于虚拟仿真技术在初中课外体能作业的应用效果研究的探索，希望虚拟仿真技术在教学领域的运用起到促进作用，能为今后体能作业教学方式的创新提供借鉴意义。

Physical fitness is a kind of ability displayed during physical activities, which directly affects an individual's level of movement and capability. In the junior high school stage, students' physical fitness is in a sensitive development period, so it is important to focus on enhancing their physical fitness during this stage, laying a foundation for them to achieve high standards and physical and mental health in the future. After-school physical fitness homework is one of the important means to improve children's physical fitness, which also poses certain challenges for physical education teachers. For example, students may have incomplete understanding of movements, fail to grasp the correct movement patterns, limited choices of physical fitness homework, low participation rates, and low completion quality. Therefore, this study developed a set of after-school physical fitness homework teaching resources using virtual simulation technology, which can be used when assigning physical education homework after class. Based on the actual teaching process, this provides a new teaching method for junior high school students to seriously master physical movements and improve the quality of physical fitness homework, also providing teaching resources for students to enhance basic physical fitness.By using research methods such as literature review, questionnaire survey, interviews, teaching experiments, mathematical statistics, and logical analysis, the teaching resources were subjected to a confirmatory experiment. Taking four classes of the second grade at Urumqi No. 1 Middle School as an example, 36 students in the experimental group used three-dimensional animation teaching resources for teaching assistance, while the control group of 36 students used traditional teaching methods. After a 10-week teaching experiment, the physical fitness level, mastery of movement techniques, and emotional attitudes of the two groups of students were compared and analyzed, exploring the impact of three-dimensional animation teaching resources assisted teaching based on motion capture technology on the teaching effect of after-school physical fitness homework.The following conclusions were drawn from the data analysis of the control group and the experimental group. Students using after school physical fitness homework assisted by three-dimensional animation teaching resources showed significant improvement in physical fitness compared to students using traditional teaching methods. The experimental group using three-dimensional animation teaching resources had higher normativity in movement patterns compared to the control group using traditional teaching methods. Compared to the control group using traditional teaching methods, the experimental group using three-dimensional animation teaching resources completed the homework more slowly but with higher quality.This study explores the application effect of virtual simulation technology in after-school physical fitness homework in junior high school, hoping that the application of virtual simulation technology in the teaching field can promote innovation in the future teaching methods of physical fitness homework.