Cate A Egan
Biographic Data
| ID | 6511093 |
|---|---|
| NAME | Cate A Egan |
| GIVEN NAMES | Cate A |
| FAMILY NAME | Egan |
| SIGNATURE | EGAN C A |
| AFFILIATIONS | University of Idaho |
| ORCID | 0000-0002-6378-4223 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 15 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Developing PAL Skills for Preservice Teachers
A comprehensive school physical activity program (CSPAP) is a multi-component framework used by schools to ensure students get at least 60 minutes of daily physical activity and maximize the practical application of physical education knowledge and skills. However, despite overwhelming evidence supporting student benefits of increased physical activity offerings during school, CSPAP implementation remains low. Research indicates that equipping pr…
Community Partnership Strategies to Facilitate Service-Learning Opportunities in Pete K–12 Schools
University and local K-12 school partnerships are essential for physical education teacher education (PETE) programs, as they provide valuable avenues for practicum and student teaching experiences. In addition, practicums within K-12 schools provide valuable opportunities for PETE students to develop physical activity leadership skills. Thus, it is essential to create sustainable and mutually beneficial university and school partnerships. One wa…
Development of a Fitness Surveillance System to Track and Evaluate Obesity in North Idaho
BACKGROUND: Internationally 18% of youth are obese. Fitness testing can be used to establish fitness surveillance, which can inform policy and targeted interventions aimed at addressing obesity. The purpose of this study was to estimate the prevalence of overweight, obesity, and low fitness in Idaho school-aged youth through a pilot study. METHODS: A convenience sample of 13 teachers from 11 north Idaho rural schools collected FitnessGram fitness…
We can do this”
In the United States, the Comprehensive School Physical Activity Program (CSPAP) is a whole-of-school framework to ensure youth meet physical activity guidelines. Physical education teachers (PETs) are poised to be CSPAP leaders, but implementation is low. PETs’ involvement with CSPAPs may be better understood through the lens of their role breadth self-efficacy, which captures how professionals feel about their ability to undertake expanded work…
Leveraging Recess and Physical Education to Promote Social–Emotional Learning
Recess is ideal for students to accumulate recommended physical activity minutes and work on social-emotional learning skills. However, many students fail to meet national physical activity guidelines, and recess is often withheld from students for a myriad of reasons, including behavioral issues. Helping students build social-emotional skills and providing opportunities to utilize skills at school can help them succeed in school and their future…
A qualitative evaluation of remote training to develop a fitness surveillance system
Objectives: In the USA, 18% of school-aged young people are classified as obese, and rural populations appear to be particularly at risk. Achieving high levels of fitness reduces the risk of obesity and underlying health conditions. To better understand youth obesity trends and fitness levels, annual fitness testing ([FT], that is, surveillance) in schools has been recommended. Although many K-12 schools conduct FT, surveillance programmes that c…
WSCC
The social and emotional climate and the physical environment components of the Whole School, Whole Community, Whole Child (WSCC) model contribute to promoting a safe and nurturing learning environment in PK–12 schools. In this article, the authors review research on the social and emotional climate and the physical environment over the past decade. Recommendations for health and physical education (HPE) teachers to lead, promote, implement, and …
Association of Physical Educators’ Socialization Experiences and Confidence with Respect to Comprehensive School Physical Activity Program Implementation
Comprehensive school physical activity programs (CSPAPs) are recommended to support physical education (PE) and increase the amount of physical activity (PA) youth receive each day. However, adoption of CSPAPs in the United States is low. PE teachers are well positioned to lead the implementation of CSPAPs, but research is needed to better understand (a) PE teachers' confidence to assume the multiple roles involved with CSPAP implementation and (…
National Biomechanics Day
As student enrollment numbers continue to drop within university Physical Education Teacher Education (PETE) programs across the country, the importance of recruiting high school students into the fields of physical education has never been greater. The PETE and exercise science programs at a university in the Pacific Northwest collaborated using National Biomechanics Day as a recruitment tool to promote biomechanics (as a field of study) and hig…
Hindsight From 2020
This article will discuss ideas related to some of the practices that have developed in the field during the COVID-19 pandemic that may allow us to evolve as educators once this global health crisis has ended
Whole School Approach
Obesity rates, mental illnesses, and emotional health and well being pose a significant problem for today’s youth. Family and community involvement have been shown to improve school readiness, academic achievement, and graduation rates. The Whole School Whole Community Whole Child (WSCC) is a ten-component model designed to work synergistically to help improve school wellness. In this article, three components of the WSCC model (employee wellness…
A PEP grant’s influence on change in a school district
Do Not Forget the 20
This viewpoint explores what specific experiences DPETE students may need outside of research and teaching and suggests the lack of experience managing service responsibilities can create a situation where faculty are spending a disproportional amount of their time with service. It goes on to suggest some other service areas to consider providing experiences to DPETE students include accreditation/university assessment, recruitment, and methods c…
The Lone Wolf
Being a first-year faculty member or an un-tenured faculty member presents its own set of unique challenges. Further compounding this challenge, is being a solo faculty member in a program. As a profession, we need to start examining alternative ways to have support networks, mentorship networks, and professional development networks for our faculty members
Viability of university service learning to support movement integration in elementary classrooms
Viability of university service learning to support movement integration in elementary classrooms
Do Not Forget the 20
This viewpoint explores what specific experiences DPETE students may need outside of research and teaching and suggests the lack of experience managing service responsibilities can create a situation where faculty are spending a disproportional amount of their time with service. It goes on to suggest some other service areas to consider providing experiences to DPETE students include accreditation/university assessment, recruitment, and methods c…
The Lone Wolf
Being a first-year faculty member or an un-tenured faculty member presents its own set of unique challenges. Further compounding this challenge, is being a solo faculty member in a program. As a profession, we need to start examining alternative ways to have support networks, mentorship networks, and professional development networks for our faculty members
National Biomechanics Day
As student enrollment numbers continue to drop within university Physical Education Teacher Education (PETE) programs across the country, the importance of recruiting high school students into the fields of physical education has never been greater. The PETE and exercise science programs at a university in the Pacific Northwest collaborated using National Biomechanics Day as a recruitment tool to promote biomechanics (as a field of study) and hig…
Hindsight From 2020
This article will discuss ideas related to some of the practices that have developed in the field during the COVID-19 pandemic that may allow us to evolve as educators once this global health crisis has ended
Whole School Approach
Obesity rates, mental illnesses, and emotional health and well being pose a significant problem for today’s youth. Family and community involvement have been shown to improve school readiness, academic achievement, and graduation rates. The Whole School Whole Community Whole Child (WSCC) is a ten-component model designed to work synergistically to help improve school wellness. In this article, three components of the WSCC model (employee wellness…
A PEP grant’s influence on change in a school district
WSCC
The social and emotional climate and the physical environment components of the Whole School, Whole Community, Whole Child (WSCC) model contribute to promoting a safe and nurturing learning environment in PK–12 schools. In this article, the authors review research on the social and emotional climate and the physical environment over the past decade. Recommendations for health and physical education (HPE) teachers to lead, promote, implement, and …
Association of Physical Educators’ Socialization Experiences and Confidence with Respect to Comprehensive School Physical Activity Program Implementation
Comprehensive school physical activity programs (CSPAPs) are recommended to support physical education (PE) and increase the amount of physical activity (PA) youth receive each day. However, adoption of CSPAPs in the United States is low. PE teachers are well positioned to lead the implementation of CSPAPs, but research is needed to better understand (a) PE teachers' confidence to assume the multiple roles involved with CSPAP implementation and (…
Leveraging Recess and Physical Education to Promote Social–Emotional Learning
Recess is ideal for students to accumulate recommended physical activity minutes and work on social-emotional learning skills. However, many students fail to meet national physical activity guidelines, and recess is often withheld from students for a myriad of reasons, including behavioral issues. Helping students build social-emotional skills and providing opportunities to utilize skills at school can help them succeed in school and their future…
A qualitative evaluation of remote training to develop a fitness surveillance system
Objectives: In the USA, 18% of school-aged young people are classified as obese, and rural populations appear to be particularly at risk. Achieving high levels of fitness reduces the risk of obesity and underlying health conditions. To better understand youth obesity trends and fitness levels, annual fitness testing ([FT], that is, surveillance) in schools has been recommended. Although many K-12 schools conduct FT, surveillance programmes that c…
Community Partnership Strategies to Facilitate Service-Learning Opportunities in Pete K–12 Schools
University and local K-12 school partnerships are essential for physical education teacher education (PETE) programs, as they provide valuable avenues for practicum and student teaching experiences. In addition, practicums within K-12 schools provide valuable opportunities for PETE students to develop physical activity leadership skills. Thus, it is essential to create sustainable and mutually beneficial university and school partnerships. One wa…
Development of a Fitness Surveillance System to Track and Evaluate Obesity in North Idaho
BACKGROUND: Internationally 18% of youth are obese. Fitness testing can be used to establish fitness surveillance, which can inform policy and targeted interventions aimed at addressing obesity. The purpose of this study was to estimate the prevalence of overweight, obesity, and low fitness in Idaho school-aged youth through a pilot study. METHODS: A convenience sample of 13 teachers from 11 north Idaho rural schools collected FitnessGram fitness…
We can do this”
In the United States, the Comprehensive School Physical Activity Program (CSPAP) is a whole-of-school framework to ensure youth meet physical activity guidelines. Physical education teachers (PETs) are poised to be CSPAP leaders, but implementation is low. PETs’ involvement with CSPAPs may be better understood through the lens of their role breadth self-efficacy, which captures how professionals feel about their ability to undertake expanded work…
Developing PAL Skills for Preservice Teachers
A comprehensive school physical activity program (CSPAP) is a multi-component framework used by schools to ensure students get at least 60 minutes of daily physical activity and maximize the practical application of physical education knowledge and skills. However, despite overwhelming evidence supporting student benefits of increased physical activity offerings during school, CSPAP implementation remains low. Research indicates that equipping pr…
Psychology (12 works) · Medicine (11 works) · Medical education (9 works) · Pedagogy (8 works) · Physical Education and Pedagogy (8 works) · Children's Physical and Motor Development (6 works) · Physical education (6 works) · Inclusion and Disability in Education and Sport (5 works) · Developmental psychology (4 works) · Motivation and Self-Concept in Sports (4 works)