2021 Volume 20 Issue Special Pages S203-S210
Through fieldwork at a remedial education program site, this ethnographic study describes how and why children with developmental disorders enjoy learning activities. The theoretical framework of physical literacy draws on the Realist Evaluation paradigm. In the initial stage, the first author, an outsider to the program, used the impressionist mode to describe how, and reflect on why observed emotional expressions were enjoyably animated and vocalized in three fragmented contexts during the remedial education program. In the second stage, the credibility and dependability of the first author’s observations and reflections were cross–checked by two insiders. In the third stage, the ethnographic and cross–checked data were submitted to the Realist Evaluation analysis of the context– mechanism–outcome connections that explained children’s active engagement during learning activities. The descriptions and insight gained from this study will provide practitioners with information about how to meet the needs of learners to achieve physical literacy during remedial and physical activities.
