The Learning Sciences has actively pursued an understanding of how individuals are using data to support their everyday needs and activities. In response to the recent interest in how data can be leveraged to provide personalized learning opportunities, I explore the collaborative data-driven practices of instructors and students at a Golf Teaching and Research Center (GTRC). Leveraging a case study approach and the concept of boundary objects, I explore the data-rich, yet highly collaborative pedagogical encounters of GTRC instructors and students. I use over eighty hours of audio and video data collected over the course of two years in the field with the GTRC members to micro-analyze the embodied pedagogical experiences that GTRC coaches and students have together with data. Through my multimodal analysis, I unearth the in-the-moment work that GTRC instructors conduct collaboratively with students and their data. In my findings, I detail three methods for how GTRC instructors collaborate with their students and work with data, and I characterize these processes as data sensing, data translation, and data dancing. I argue that through the GTRC instructors' embodied movements, instructors make personal data accessible to students, and together, they are able to collaboratively feel data in-the-moment. This study concludes with pedagogical and sociopolitical implications for leveraging data in a data-driven society. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]