“…The field of digital health and education uses the concept of 'biopedagogies' to refer to the pedagogies by which a learner's body is turned into an object of intervention that needs to be made 'fit' (Azzarito 2009;Rail and Jette 2021;Williamson 2015) -an ideal body epitomized by 'efficiency, productivity, and beauty ideals' and juxtaposed against the 'fat or "bad" body', characterized by 'laziness, gluttony, and lack of control' (Azzarito 2009, 192). While earlier studies using a biopedagogical lens have primarily focused on rhetorical strategies used in public health discourses to promote fit bodies, more recent studies, and particularly studies on fitness-tracking apps, have started to offer accounts of the ways self-tracking users might resist or negotiate representations of the 'idealized body' embedded in these technologies (Depper and Howe 2017;Fotopoulou and O'Riordan 2017;Ward et al 2018). However, users' experiences have mainly been viewed as a 'response ' (i.e., accept, resist, negotiate) to representations of the 'healthy body', thereby overlooking other ways users engage and live with their self-tracked data.…”