트레일러닝 참가자의 데이터 기반 운동 경험에 대한 협력적 자문화기술지

초록

This study explored the educational meaning of wearable data use in trail running. Despite advances in wearable technology, little research has examined wearable data as a tool for learning and reflection from a sport pedagogy perspective. Guided by Winne and Hadwin’s (1998) Self-Regulated Learning model, this study investigated trail runners’ experiences with wearable data. ACollaborative autoethnography was conducted with three adult trail runners who regularly used wearable data during training and trail running events. Data were collected from training logs, reflective journals, race records, and wearable device data, including GPS, heart rate, elevation, pace, and recovery indices. The findings were organized into four categories. First, “data for understanding movement” helped participants read the language of their bodies and understand changes in physical responses and movement patterns across different terrains. Second, “data for designing training” involved setting goals and planning future training based on accumulated exercise data. Third, “data for regulating performance” functioned as a tool for self-directed decision-making, enabling participants to strategically adjust their performance using real-time information during races. Fourth, “data for reflection and growth” involved reviewing race results, reflecting on areas for improvement, and reconstructing future goals to reduce trial and error in subsequent race preparation. In conclusion, wearable data supported self-regulated learning in trail running by enhancing body awareness, planning, regulation, reflection, and adaptation. Data-driven exercise may promote self-regulated learning, self-directed physical activity, and personal growth.

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