Areas of Expertise
- Assessment and Evaluation
- Curriculum Studies
- Kinesiology and Athletic Training
- Teacher Education
Keywords
Assessment and Evaluation, Equity and Social Justice, Health Education, Implementation Science, Indigenous Education, Intervention Research, Multicultural/Multilingual Education, Physical Activity, Physical Education, School-University Partnerships, Social Emotional Learning and Mental Health, Social Justice, Teacher Education, Comprehensive School Physical Activity Program, Whole of School Health and Wellness, Culturally Relevant Pedagogy in Physical Education and Physical Activity
Research Methodologies
- Community-Participatory Research
- Design-Based Research
- Mixed Methods
- Program Evaluation
- Qualitative Methods
- Quantitative Methods
- Research Practice Partnerships
Research Levels
- Elementary
- K–12
- Secondary
Research Overview
Erin E. Centeio, Ph.D. is a Professor and Co-Department Chair in the Department of Kinesiology and Rehabilitation Science at the University of Hawai‘i at Mānoa. At the heart of her work is a simple but powerful question: How can we create environments where all youth have meaningful opportunities to be healthy, active, and thrive? Guided by this question, her research examines how schools, communities, and cultural contexts can be leveraged to promote physical activity, health, and well-being among children and adolescents.
As a former K–12 health and physical education teacher, Dr. Centeio’s scholarship is deeply rooted in practice. Her work spans physical activity promotion, physical education, health education, social-emotional learning, and school wellness, with a particular emphasis on culturally relevant approaches that honor the strengths and experiences of diverse communities. Much of her research focuses on Native Hawaiian and Pacific Islander youth and seeks to better understand how culture, identity, belonging, and educational experiences influence health behaviors and outcomes.
A defining feature of Dr. Centeio’s research is her commitment to implementation science. She is interested not only in whether interventions work, but also in how they can be successfully adopted, implemented, sustained, and scaled in real-world settings. Through close partnerships with schools, educators, community organizations, and state agencies, she studies strategies that bridge the gap between research and practice, ensuring that evidence-based programs can be effectively translated into meaningful and lasting impact.
Dr. Centeio views research as a collaborative endeavor that should serve communities and inform practice. Her work combines rigorous scholarship with authentic partnerships to create healthier schools, stronger communities, and greater opportunities for youth to lead active and fulfilling lives.
- Centeio, E. E., Serna, A. K., & Hafoka, C. (2025). Native Hawaiian Cultural Trauma Professional Development and Its Impact on School Health Initiatives. The International Journal of Health, Wellness, and Society, 15(3), 145-166. https://doi.org/10.18848/2156-8960/CGP/v15i03/145-166
- Centeio, E. E., Mercier, K., Barcelona, J., Erwin, H., Marttinen, R., Foley, J., & Garn, A. (2025). Moving beyond the pandemic: lessons learned in physical education and how to move forward. Journal of Teaching in Physical Education. Advance online publication. DOI: https://doi.org/10.1123/jtpe.2024-0103
- McKown, H., Centeio, E. E., Morgan, C., Serna, K., & Maeda, J. (2025). Pre-service classroom teachers’ self-efficacy towards providing physical activity in the classroom. Journal of Teaching in Physical Education, 44(2), 285-295. https://doi.org/10.1123/jtpe.2023-0292
- Centeio, E. E., & Brusseau, T. (2024). The History of Physical Activity Promotion in Physical Education and Suggestions for Moving Forward. Kinesiology Review, 13(2), 218-229. https://doi.org/10.1123/kr.2024-0010
- McKown, H., Centeio, E. E., Barcelona, J., Moore, E. W. G., Pedder, C., & Erwin, H. (2022). Exploring Classroom Teachers’ Efficacy Toward Implementing Physical Activity Breaks in the Classroom. Health Education Journal, 81(5), 585-596. https://doi.org/10.1177/00178969221102861
- Visit my Google Scholar Profile
- Centeio, E. E., Ha, T., Moon, J., Craig, D., Stoepker, P., Kern, B.D., Dauenhauer, B.D. (2026). Exploring CSPAP Implementation in US Elementary Schools. Paper presented at the 2026 SHAPE America National Convention & Expo in Kansas City, Missouri.
- McMullen, J., Tutor, L.R., Dauenhauer, B.D., Kline, N., Centeio, E.E. (2026). Critical reflections on the status of CSPAP in Hawai ‘i schools. Paper presented at the 2026 SHAPE America National Convention & Expo in Kansas City, Missouri.
- Michael, S., Tutor, L.R., Centeio, E. E., Rogers, S., Barcelona, J., Cornett, K., Rosenbaum, P.E. (2026). Protective Power of Physical Activity: Move More, Connect More, Miss Less. Paper presented at the 2026 SHAPE America National Convention & Expo in Kansas City, Missouri.
- Centeio, E.E., Serna, A. K., Beemer, L., McMullen, J., Fuller, K. M. (2026). HYPE Hawai ‘i: Integrating culture and community in physical activity. Paper presented at the 2026 SHAPE America National Convention & Expo in Kansas City, Missouri.
- McMullen, J., Beemer, A., and Centeio, E. E. (2025). The Status of Wellness Committees in the public school in Hawai‘i Pre and Post Covid-19 Pandemic. Paper presented at the 2026 SHAPE America National Convention & Expo in Kansas City, Missouri.
- Fuller, K., Centeio, E. E., and Serna, A. K. (2025). Recruiting Diverse Students into Kinesiology. Presented at the National Association for Kinesiology and Higher Education (NAKHE) conference, Puerto Rico, United States.
- Centeio, E. E., Serna, A. K., Hafoka, C., Benson, L. R., Harr, L., Kadanoff, P., and Ferrer, K. (2025). Inclusive Practices in Physical Education and Physical Activity: Honoring Indigenous Knowledge through HYPE Hawaiʻi. Presented at the AIESEP International Conference, Tampa FL.
- Hafoka, C., Centeio, E. E., Simonton, K., Serna, A. K., and Mercier, K. (2025). Examining Native Hawaiian and Pacific Islander Youth Attitudes Towards Physical Activity and Physical Education. Paper presented at the American Educational Research Association, Denver, CO.
- Centeio, E. E., Simonton, K., Hafoka, C., Serna, K., Beemer, A., Mercier, K. (2025). Exploring relationships between school support, belongingness, and physical education and activity. Paper presented at the 2025 SHAPE America National Convention & Expo in Baltimore, Maryland.
- I Paʻa Ka Huewai Pawehe – Round 2: This initiative broadens the reach of health and wellness programs that are deeply rooted in cultural traditions for Native Hawaiian students. By cultivating robust partnerships with local schools and community stakeholders, the project delivers specialized professional training and instructional materials to enhance academic success, foster a sense of belonging, and encourage active lifestyles for youth across the islands.
- Funding Source: Native Hawaiian Education Program, U.S. Department of Education
- Role: Co-Principal Investigator
- Award Amount: $3,955,657
- Project Period: Aug 1, 2024 – Jul 31, 2027
- Centers for Disease Control and Prevention Cooperative Agreement: This statewide endeavor facilitates the adoption of evidence-driven health initiatives in schools to enhance physical activity, nutrition, and psychological wellness. Through a close partnership with the Hawaiʻi Department of Education, this project aims to bridge health disparities and fortify systemic supports that nurture the development of the whole child.
- Funding Source: Centers for Disease Control and Prevention (CDC)
- Role: Principal Investigator
- Award Amount: $1,950,000
- Project Period: Sep 1, 2023 – Aug 31, 2028
- I Paʻa Ka Huewai Pawehe – Round 1: This initiative focused on the creation and execution of health and wellness frameworks specifically tailored to the cultural identities of Native Hawaiian youth. By integrating curriculum design with educator training and community engagement, the effort built a robust infrastructure for enduring, identity-affirming physical activity and health programs within local educational settings.
- Funding Source: Native Hawaiian Education Program, U.S. Department of Education
- Role: Co-Principal Investigator
- Award Amount: $2,836,711
- Project Period: May 1, 2021 – Apr 30, 2024
- Hawaii Association for Health and Physical Education (HAHPERD), 2018–Present
- International Association for Physical Education in Higher Education (AIESEP), 2013–Present
- National Association for Kinesiology in Higher Education (NAKHE), 2012–Present
- Society for Health and Physical Educators – Michigan (SHAPE Michigan), 2012–2018
- American College of Sports Medicine (ACSM), 2011–Present
- American Educational Research Association (AERA), 2010–Present
- Society for Health, Physical Education, Recreation, and Dance (SHAPE America), 2003–Present
- 2026 – Present, Editor and Chief, Journal of Teaching in Physical Education
- 2024 – 2026, Junior Editor, Journal of Teaching in Physical Education
- 2024 – Present, Editorial Board, Translation Journal for American College of Sport Medicine
- 2021 – 2024, Associate Editor, Journal of Teaching in Physical Education
- 2021 – Present, Editorial Board, International Journal of Physical Activity and Health
- 2026 AIESEP Fellow
- 2026 Western District Scholar Award, SHAPE America
- 2026 Fellow, North American Society
- 2025 Research Council Distinguished Service Award, SHAPE America
- 2024 Western District Service Award, SHAPE America
- 2023 Curriculum and Instruction Honor Award, SHAPE America
- 2022 Exceptional Research Award, UH Mānoa College of Education
- 2020 Distinguished Research Award, AERA Division E
- 2019 Research Fellow, SHAPE America
- 2018 Mabel Lee Award Recipient, SHAPE America
- 2016 Young Scholar Award (Research), International Association for Physical Education in Higher Education (AIESEP)2015 Exemplary Paper Award (Research), AERA Special Interest Group: Research on Learning and Instruction in Physical Education