Purpose The purpose of this study was to determine whether there are differences in skin temperature under graphene-infused fleece and traditional polyester fleece materials in the interior of a wetsuit. Design/methodology/approach A total of 48 participants surfed for a minimum of 40 min in a custom wetsuit with a torso lined with graphene-infused fleece on one half and traditional polyester fleece on the other. Eight iButton thermistors were used to record skin temperatures bilaterally at the upper back, chest, abdomen and lower back every minute for the entire surf session. After surfing, participants responded to questions associated with their perception of warmth and comfort and their knowledge of fleece materials. Findings Skin temperatures did not differ between the two types of fleece at the upper back, chest and abdomen locations. Skin temperatures in the lower back were significantly warmer under the traditional polyester fleece compared to graphene-infused fleece. Participant responses associated with warmth were consistent with skin temperature measurements. Practical implications The results of this study indicate that a graphene-infused nylon fleece interior does not clearly influence skin temperature in surfers when compared to a traditional polyester fleece interior. While skin temperatures were significantly lower under the graphene-infused nylon fleece at the low back, the other three anatomical locations did not exhibit significant differences. Originality/value Thermoregulation is an important consideration for the safety and performance of surfers in the ocean. Evidence suggests that the inner lining of a wetsuit may impact thermoregulation while surfing; however, no prior studies have compared interior materials.

Adventure-based learning (ABL) is an innovative K-12 instructional model that continues to be used in physical education to promote intrapersonal and interpersonal relationship skills. ABL incorporates low initiatives/cooperative activities coupled with periods of reflection to help enhance the likelihood of transferring intrapersonal and interpersonal relationship skills to other areas of K-12 student life. Mindfulness is a way of consciously and nonjudgmentally being aware of the present moment. Mindfulness practices (MPs) hold tremendous potential as a pedagogical tool in helping physical educators generate greater attention, equanimity, and compassion for themselves and their students. To further explore the impact of MPs for students, this study focused on undergraduate perception with regard to comprehension, practice, and demonstration of the possible benefits of MPs in three separate 16-week ABL teacher education courses. Specifically, we wanted to explore how students in the teacher education course conceptualized mindfulness as a phenomenon and how MPs played a part of their lived experience. Three themes were discovered: conceptualizing mindfulness, student interest with mindfulness, and perceived outcomes from mindfulness practices. The findings provide a deeper understanding of the participants’ meaning making of mindfulness, their overall buy-in and openness in using MPs, and the perceived benefits in using these contemplative practices.

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