A Study On The Characteristics Of Interpersonal Relationship In Physical Education Group

High school is a key stage of physical and mental development, maturation of mind and body, and formation of values. Good interpersonal relationship is the basis of physical and mental health for high school students. Understanding and establishing good interpersonal relationship within the class is of vital importance to students’ learning and character formation. As interpersonal relationship in physical education differs notably from other course, investigation of characteristics and structure of interpersonal relationship, and quantitative study of such relationship between students in physical education, will significantly help further understanding of students, improving quality of physical education, as well as maintaining a healthy culture in school campus.This paper investigates The High School Affiliated to Yunnan Normal University, and surveys students in their first and second year in senior high school. The results are run through UCINET to carry out social network analyses. This paper finds that:1. Global network analysis on advisory network, emotional network, trust network, and intelligence network helps researchers to gain a holistic view on different network relationships, and invisible or informal relationships that exist among students. This can reveal information regarding neglected groups, helping teachers in their management and organization of classroom activities.2. Establishing multidimensional relationships among students is conducive to participation and communication of students in sports activities. The ratio between first and second years, liberal arts and science students, as well as male and female students all have various effects on social networks. A balanced number of male and female students entails the closer network in the class.3. Cliques are prevalent in physical education classes. The size and number of cohesive subgroups varies; the subgroups may overlap; relationships within a subgroup are dense. Classes with better network connectivity have fewer cohesive subgroups. In particular, overlapping is more frequent in first year students than second years. Cliques are easier to form within women. Science students have the least cohesive subgroups, and strongest class cohesiveness.4. Analysis on the four networks shows that students in the center of networks have more frequent and closer interaction, encouraging them to participate various activities in the sports curriculum. Students on the fringe of the networks exhibit low initiative in participation. First year students enjoy closer networks than second years, which explains the formers’ greater willingness to participate.