The body under control: Unpacking students' affective experiences and the power dynamics of wearable technologies in physical education

The integration of wearable technologies (WT) into Physical Education (PE) curricula is a growing, yet largely uncritical, trend. This paper addresses the gap in understanding students' lived experiences of this 'datafication'. Drawing on Foucault’s concepts of surveillance and biopower, alongside affect theory, it explores the affective and power dynamics generated by WT use. Through a qualitative case study involving a group of Italian middle school students, focus groups, and arts-based methods, the research examines how these technologies are perceived and felt. Findings reveal that WT functions as a form of digital panopticon, producing complex affective atmospheres of anxiety, comparison, and motivation. The paper argues that these technologies constitute a powerful 'lived curriculum' that reshapes students’ relationships with their bodies, health, and physical activity, raising critical questions for pedagogy and curriculum policy. It contributes a vital, student-centred critique of the technologization of PE.