Journal of Digital Life 2024,4, S4Special Issue: Digital Technology in Sports and Physical Activity
ArticlePractical research on the use of digital pens in highschool rugby club activities
Katsuro Kitamura 1*, Yuichiro Matsuura 2 and Toru Nakajima 3
1

College of Science and Technology, Graduate School of Sport Science, Nihon University, 7-24-1 Narashinodai, Funabashi, Chiba
274-8501, Japan2
Suwa Minami Plant, Seiko Epson Corporation, 1010 Fujimi, Fujimi-machi, Suwa-gun, Nagano 399-0295, Japan
3
ICT CONNECT 21, a general incorporated association, 2-19-8 Akasaka, Minato-ku, Tokyo 105-0052, Japan

Abstract
Tactics play a crucial role in sports; however, coaching presents various challenges. This study examined theimpact of utilizing practice notes created with a digital pen capable of simultaneously recording and playing
back both audio and texts/drawings on tactical understanding. The participants were high school rugby teammembers and coaches. The results of a four-month practical investigation revealed that the learning
experiences of tactical understanding in high school rugby teams manifested through f our categories:
awareness of the difficulty of tactical understanding, exploration of experiential facts, contemplation, andintegration into practice. It is speculated that the utilization of the digital pen not only encouraged a deeper
understanding of tactics through the formation of a meta-perspective but also led to learning strategies aimed
at activating knowledge.
Keywords: Practice Notes with Voice and Drawing; Tactics Learning; Reflection.

1. Introduction
Understanding and practicing tactics play crucial roles in sports coaching (Uchiyama, 2007). Notably, tactics in ballgames are considered among the most influential factors in determining athletic performance (Aida, 1994). However,teaching tactics in actual coaching situations presents several challenges. For instance, difficulties arise when applying
and practicing a tactic in different situations over time, even if a player successfully practices the tactic on the field
during instruction (Kitamura et al., 2014). Bruer and others have pointed out the challenge of teaching problemsolving strategies when students could solve a problem immediately after instruction but struggled to apply it
spontaneously later, suggesting that knowledge might not be effectively activated (Bruer, 199 3/1997).
Solutions to these issues involve repeated instruction and creating learning situations that connect students’ problem solving scenarios (Bruer, 1993/1997). Despite the Ministry of Education, Culture, Sports, Science, and Technology's(MEXT,2015) emphasis on applying learned knowledge in thinking, judgment, and expression in courses of study,
practical situations often present limitations in information availability. Due to space and time constraints, coaches’
instructions on tactics tend to be one-sided and temporary, possibly failing to achieve sufficient understanding(Ichimura et al., 2009).
In response to the aforementioned challenges in teaching tactics, researchers have emphasized the importance offostering understanding through repetitive learning and utilizing players’ own practical experiences as learningmaterials (Matsuo and Maruno, 2007; Uesaka, 2010; Kikukawa and Saiki, 2013; among others). One strategy forsupporting learning through repetition is the integration of information and communication technology (ICT)
equipment. Numerous studies have highlighted the effectiveness of learning using ICT equipment. Murakami (2020)
reported that incorporating ICT into basic nursing education was effective in enhancing learning motivation.
Received: 8 December 2023, Revised: 21 January 2024, Accepted: 1 March 2024, Published: 26 April 2024
* Correspondence: kitamura.katsurou@nihon-u.ac.jp
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Copyright: © SANKEI DIGITAL INC. Submitted for possible open access publication under the terms and conditions of the Creative Commons
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1Practical research on the use of digital pens in high school rugby club activities
Kitamura,K., Matsuura,Y., Nakajima,T.
Nakamura et al. (2019) found that the use of ICT in science education can be effective in developing qualitative
abilities. In the field of sports, Nakajima et al. (2022) suggested that ICT c ould be an effective teaching tool for skill
improvement. Shigeta (2014) reported that ICT-enhanced classes, such as those employing flipped learning, were
expected to have positive educational effects. Kitamura et al. (2013, 2014) discovered that the use of digital pens inlearning, particularly among high school and university students, plays a crucial role in facilitating reflection andunderstanding.
Despite the series of studies conducted, there remains a noticeable gap in the research concerning the effects of ICT
device utilization on learners’ learning processes, including how these devices influence the way learners acquire
knowledge. Moreover, there is a lack of sufficient practical research grounded in theoretical frameworks on theapplication of ICT devices in real sports practice scenarios and their potential to enhance players’ learning experiences.
Specifically, comprehending instructional content solely during practice is challenging, emphasizing the importanceof the repetitive learning of tactics outside practice situations within the context of problem -solving scenarios. This isessential for achieving a profound understanding of instantaneous decision-making during gameplay. Consequently,
there is an urgent need for research that establishes the connection between understanding and practice.
The primary objective of this study was to elucidate the impact of using a digital pen for tactical instruction on players ’understanding of tactics. Specifically, this study utilized a digital pen equipped with a built -in IC recorder capable ofsynchronously capturing voices and handwriting (Echo Smartpen). During the post-practice review, the coachemployed a digital pen to explain the tactics, and the players subsequently reviewed the instructions before the next
day’s practice. This study aimed to discern how tactical instruction delivered through digital means, in conjunction
with on-field guidance, influences players’ comprehension of tactics and shapes their overall learning experience s.
Given the study’s focus on analyzing internal factors within the coaches and players, particularly the nuances of theirexperiences related to tactical understanding, a qualitative research method was deemed appropriate (Kitamura et al.,2005) and adopted as the methodology for this investigation.
2. Methods
2.1. ParticipantsThis study involved 45 participants from a public high school rugby club, comprising 39 players, 4 managers, and 2coaches.
2.2. Procedure
Figure 1 shows an overview of tactical learning using digital pens. After practicing on the ground, the coaches createa notebook with audio, text, and drawings using digital pens to explain the issues during practice and points for the
next practice session. The notes are shared via Dropbox, and the players watch the notes at home or school before thenext practice session using a smartphone or PC. This cycle of tactical learning through practice and reflection isrepeated. Figure 2 shows a tactical practice note created using a digital pen.

Ground（Practice scene）
e-mailHome/School（Outside ofPractice Time）

Dropbox

PDF
Digital Pen

PC, Smart Phone

Audio Notebook

smartpFigure 1. Overall view of tactical learning with digital pens・ Digital pen developed by Livesclibe, a Gakken Education Publishing company
・ Capable of synchronously recording text and voice・ Capable of managing text and voice data on a PC

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Practical research on the use of digital pens in high school rugby club activities
Kitamura,K., Matsuura,Y., Nakajima,T.

After practice, take notes on the issues and points
for the next day's practice.

Voice recording of explanations with additions
to important parts(text, diagrams, pictures, symbols)

Convert to PDF and save to shared folder

All players will view and confirm before thenext day's practice.
Figure 2.

Composition of tactical practice note created using digital pen

The survey was conducted over a four-month period, from October 20XX to January 20XX. Prior to the survey, thefunctions and uses of the digital pen used in the study were explained. All participants were then asked to use the pen
freely for two weeks to ensure that they were familiar with its use.
2.3. Data collection: Use of digital pens
After a practice session, the two coaches made notes using a digital pen. They wrote explanations in a notebook while
speaking aloud and recorded their voices. The notes were saved as PDF files and stored in a Dopbox folder shared by
the members of a rugby club. All club members looked at the PDF notes before the next day’s practice session,
reviewed them, and confirmed the key points in their tactics. Figure 3 shows an example of an actual tactical practicenote recorded using a digital pen with synchronized voice and handwriting.

The audio is recorded in the green line, and when you clickon the green area on the PDF, the audio that was spoken at
the time of recording is played back. The voice can be
replayed repeatedly.

<Voice>The passer moves to create space. If there is adefense, an attacker, and support on this side, the passer
runs along this course, turns the body of the defender
toward this side, and passes here. If, on the other hand, thedefender is positioned like this, he starts here, positions
himself like this, and passes here. In any case, it is very
important to create space, here for this side, here for thatside, and so on. And then, the ball is thrown into that space.
Figure 3.

Example of a tactical practice note with digital pen

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Practical research on the use of digital pens in high school rugby club activities
Kitamura,K., Matsuura,Y., Nakajima,T.

2.4. Data collection: Interview survey
Data were collected every month through semi-structured, in-depth, open-ended interviews using stimulated recallwith the coaches and all team members based on the contents of their notebooks and audio recordings. We conductedsemi-structured interviews. The interviews were conducted retrospectively, focusing on the coaches’ intentions,thoughts, feelings, and perceptions regarding what was described in their notes. Interviews with players and managers
were conducted before, during, and after the practice sessions, focusing on their experiences with the digital pen.
2.5. Data analysis
The voice data obtained from the interviews were converted into text, and hierarchical categorization was conductedbased on the qualitative data analysis methods of Côté et al. (1993) and Patton (2002), with multiple researchers
involved in the analysis process.
2.6. Credibility and certainty
The quality of the study was evaluated according to authenticity (reality of the data) and certainty (reliability of thedata and procedures).
First, to concretely describe the details of the participants’ experiences, a survey was conducted on their practicesituations and interviews were conducted concerning their digital pen descriptions. Second, interviews wereconducted in a semi-structured manner to standardize the questions posed to various particip ants and ensure thereliability of data collection. Third, the analysis was based on written notes and audio recordings, treating thecontent of the participants’ narrative descriptions as the focus of the analysis, thereby ensuring data reliability.
Fourth, the data analysis process was shared between several experts, and the analysis was conducted throughmultiple discussions to ensure reliability.
3. Results and Discussion
An analysis of 165 meaning units (semantic content elements) revealed that the learning experience associated withthe use of digital pens for tactical instruction in rugby could be categorized into four themes: representation ofdisincentives, exploration of experiential facts, thinking through ideas, and incorporation into practice. The following
provides a detailed description of each category.

Table 1. Hierarchical Category and Key Utterance Lists
Category

Subcategory

speech example

Representationof disincentives-Difficult to understand in practical situations-I cannot remember-Chain of Unknowing

It is so difficult that I only
understand about half of what isgoing on in that scene.

Exploration ofexperiential
facts-Multifaceted information from text, drawings, and sound-Repeatable listening-Use of temporal and spatial convenience-Cues to deeper and broader explanations

You can confirm points that are
not clear after hearing them onceby listening to them repeatedly.

Think throughthe ideas-What went wrong?
-Just what I wanted to ask-Looking for the point-What was the point?

Listen to what the teacher
emphasized and look back to see
what mistakes you made.

Incorporation
into practice-Understanding of the meaning of their own movements-Awareness of relationship with other players-Relation to acquired skills

See yourself from the outsideduring practice and visualize what
you need to do next

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Kitamura,K., Matsuura,Y., Nakajima,T.

3.1. Representation of Disincentive
This category comprises subcategories such as “difficult to understand in practice situations,” “I cannot remember,”and “chain of unknowns.” The participants shared their experiences of confusion during practice sessions regarding
the tactics explained by the coach, including challenges such as not understanding them immediately, difficulty
comprehending them, struggling to remember them even after practice, and persistently not grasping them. As they
verbalized these difficulties in understanding tactics during practice, they gained awareness of various factors
hindering comprehension — factors that they had vaguely sensed.
One player elucidated a problem in tactical practice: “During practice on the ground, the teacher explained to me
what was happening.” (Player T)
Player A highlighted the challenges faced during tactical practice: “The teacher explains it to us on the field during
practice, but it is so difficult that I can only understand about half of what he says. ”
Player J described an experience that was challenging to understand even upon recall: “During practice, I just kindof get through it by imitating everyone else. When I go home and try to remember and understand, I often forgetthings, and what I hear and see during practice is limited, so I often don't understand. ”
One player highlighted the challenge of entering the next practice session without a full grasp of the tactics,
resulting in insufficient practical application. “Tactics are difficult. Even in practice, I think I understand when I am
told, but when I actually play, I don't understand. I would go back to practice the next day without really
understanding what was going on. In fact, I often couldn't use the same move s in games.” (Player F)
The following three categories illustrate how digital pens offer solutions to these issues.
3.2. Exploration of Experiential Facts
This category comprises subcategories such as “multifaceted information from text, drawings, and sound,”“repeatable listening,” “use of temporal and spatial convenience,” and “cues to deeper and broader explanations.”
These subcategories were established to capture awareness of the search for facts about the experience occurring
during the practice sessions while maximizing the functional convenience found in using a digital pen.
One player, highlighting the advantages of multifaceted information, remarked, “The practice notes written with adigital pen are easy to understand because you get a variety of information through text, pictures, and voice. ”(Player B)
Another player emphasized the benefit of repeatedly listening to the video for confirmation: “I can't understand apoint after hearing it once. I can listen to the notes repeatedly to check points that I couldn't understand just bylistening to them once.” (Player H)
In addition to the convenience of the digital pen, the players expressed appreciation for the coaches’ detailed
explanations about the device. They valued the coaches’ ability to delve deeper into the points covered during
practice sessions and craft instructional content for problematic situations. One player articulated this sentiment:“The teacher's explanations were very helpful. His insights into mistakes made during practice, including
discussions on their causes, potential outcomes, and countermeasures, enhanced our understanding of the situations
in depth.” (Player A)
In this manner, players actively seek clues about the facts of their actions, including information about thesurrounding situations, which is fundamental to tactical understanding. Digital pens have demonstrated functionality
in supporting the exploration of experiential facts from multiple perspectives.
3.3 Thinking through the Ideas
This category consists of subcategories such as “What went wrong?,” “just what I want to ask,” “looking for the
point,” and “what was the point?” This signifies the experience of seeking answers to various questions that arise as
preconditions for understanding, such as the “how” and “why” questions. This process occurs while watchingpractice notes, reflecting on one’s own experiences, comparing them with the coach’s insights, and relieving them.

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Practical research on the use of digital pens in high school rugby club activities
Kitamura,K., Matsuura,Y., Nakajima,T.
One player articulated the experience of new questions arising as he explored the causes of his mistakes: “I listenedto what the teacher emphasized. As I listen to what the coaches emphasized and look back to check my mistakes, I
contemplate why those mistakes happened, and then I ponder possible solutions. ” (Player D)
One player highlighted a situation in which new questions arise, expressing, “While I listen to the teacher's
explanations, I have new questions, such as why and how I should move. I am now more aware of the issues thatneed to be addressed in the next practice session.” (Player U)
In this manner, we observed a shift in the players’ tactical understanding. It moves beyond comprehending thecontent of an explanation to adopting a learning method that includes strategies for deeper understanding. This
involves reflecting on their own movements and thoughts as well as generating new qu estions for further
exploration during the next practice session.
3.4. Incorporation into PracticeThis category consists of subcategories such as “understanding the meaning of their own movements,” “awarenessof relationships with other players,” and “relation to acquired skills.” It aims to illustrate how the use of digital pensenables players to objectively grasp their movements and thoughts. This, in turn, materialize their awareness,allowing them to connect their understanding of tactics to practice from a meta -viewpoint that provides a bird’s-eyeview of the entire ground, including other players.
One player described the awareness of having a bird’s-eye view of their own movements on the ground: “When I am
contemplating tactics while watching the practice notes, I become more conscious of observing myself on the
ground from an external perspective during the next practice. This heightened awareness extends to the movementsof other players, enabling us to form an image of what we should do next.” (Player W)
One player highlighted how understanding tactics from a meta-perspective has enhanced his comprehension of thepractice itself, prompting him to set goals for the next sessions. “Since I started using the digital pen, I can better
understand the very meaning of the exercises in our tactical training. I can discern why the practice is necessary,
what I can achieve through it, and how it contributes to the game. Consequently, I am able to set my own goals forthe next practice session.” (Player Y)
In this manner, the use of a digital pen creates a meta-viewpoint for perceiving tactics, facilitating deeper
understanding, peripheral thinking, awareness of the meaning of practice, and goal setting. This underscores theimportance of incorporating this understanding into practical applications.
4. General Discussion
This study aimed to clarify how the use of digital pens for tactical instruction in a high school rugby team affects
players’ understanding of tactics. These efforts extend beyond merely investigating the effects of using ICT devices
in sports to improve practice efficiency. This study explored the educational value of ICT devices by examining
their influence on the quality of learning itself, including changes in the way learners learn and alterations in theirperspectives on learning.
Figure 4 shows the relationship among the four categories: representation of disincentives, exploring experiential
facts, thinking through the ideas, and incorporation into practice, derived from the analysis of participants ’ learning
experiences, as a model for understanding tactics using a digital pen. The digital pen-enhanced learning space isrepresented by a circle within which the four categories are positioned in a circular fashion. Each of the four
categories is located in four quadrants formed by two axes: the event/reflection and diffusion/convergence axes. The
learning of tactics was placed at the center of these cycles.
The difficulty in understanding tactics, initially focused on the practice situation, becomes more diffuse d throughthe use of a digital pen. This allows the viewpoint to be directed towards one’s own movements and cognition,
leading to the development of thinking in a more diffused manner. The perspective of taking a meta-view of thesituation forms an intention to perceive tactics from multiple perspectives and understand the situation from various
angles. This is thought to activate knowledge, enabling participants to relate their learned k nowledge more
concretely to their practice.

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Practical research on the use of digital pens in high school rugby club activities
Kitamura,K., Matsuura,Y., Nakajima,T.
Regarding the cycle of learning, a coach felt that the strategy of tactical understanding using a digital pen was
effective, and stated, "Coaching with a digital pen is becoming a very effective tool for our team, which has a large
time constraint." In particular, he highly appreciated the fact that he could focus on issues found during practice,organize problems about what was happening, and explain the causes and countermeasures from a bird’s -eye viewusing drawings. He said, "If we can develop detailed instruction of skills with drawings and audio, tacticalunderstanding will become deeper."

Focus on the Event

Exploration ofExperiential Facts

Representation ofDisincentives

Convergent
Thinking

Learning Experience
Using Digital Pens

Tactics
Learning

Incorporation
into PracticeDiffuseThinking
Think throughthe Ideas

Focus on Introspection

Figure 4．Circular model of tactics learning using digital pens

In addition to facilitating the understanding of individual players, the exchange of opinions among players regarding
the content of their understanding stimulates communication, allows them to reconcile their understanding, andfacilitates the development of practice in line with the coaches’ intentions. This can be confirmed as a significant
result of the tactical understanding using a digital pen.
5. Conclusion
Through the use of notebooks created using a digital pen that can simultaneously save and play back audio, text, anddrawings, it became clear that the learning experience of tactical understanding in high school rugby clubs isindicated by four categories: representation of disincentives, exploration of experiential facts, think through theideas, and incorporation into practice. The use of digital pens creates a meta-viewpoint from which to perceive
tactical practice, enabling a bird's-eye view of the movements of all members, including oneself. This facilitates a
deeper and more developed understanding of tactics, clear goal setting for the next practice session, and,
consequently, an improvement in the quality of practice. Moreover, there was a shift in players’ learning strategies
towards activating knowledge.
For future research, it is necessary to verify how this method can be applied to sports other than rugby. Further
studies are required to determine how the method can be applied not only to the study of tactics but also to thebroader study of sports.

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Practical research on the use of digital pens in high school rugby club activities
Kitamura,K., Matsuura,Y., Nakajima,T.
Author Contributions
Conceptualization, K.K.; methodology, K.K.M. and T.N.; validation, K.K., Y.M. and T.N.; qualitative data analysis,
K.K. and Y.M.; investigation, K.K. and Y.M.; resources, T.N.; writing —original draft preparation, K.K.; writing—review and editing, K.K.; visualization, Y.M.; supervision, T.N.; project administration, K.K.N.; funding
acquisition, T.N
Funding
This study was funded by Gakken Holdings, Inc. Commissioned Research: Investigation and Study of the Impact ofUsing a Digital Pen with an Integrated IC Recorder on Learners’ Everyday Learning.
This research was supported by JSPS KAKENHI Grant Number JP20K02438.

Institutional Review Board Statement
The study was conducted according to the Declaration of Helsinki.
Informed Consent Statement
Informed consent was obtained from all participants involved in the study.
Conflicts of Interest
The authors declare no conflict of interest.
Acknowledgments
This study builds on and enhances the authors’ 2014 presentation at the 65 th Conference of the Japan Society ofPhysical Education and Sports.

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Practical research on the use of digital pens in high school rugby club activities
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Appendix

Example drawing and audio of tactical practice notes recorded with a digital pen．

<Voice>For example, what should we do if it were a scrum here? What
options are there, and in what order should they be chosen? If it is alineout here, where should it be released and what should it do? The
first thing to consider is the natural environment. Especially the wind.
Next is the relationship between time and score. This is an obvious
factor to consider. Then there is the flow of the game on that day. If you
are making mistakes, and they are continuing, what do you choose to
do? Then there is the position of the opponent's key players. For
example, if you have a fullback who is a very good attacker, and you
just kick a long kick into the fullback's defensive area, that justprovokes a counter. This will only provoke a counter. This is a very bad
choice. So what should you do? So, let's assume where the key players
are, especially when we consider the attacking and countering abilityof the back-three.

<Voice>Now, if I cut out a certain part of that sink defense of yours,for example, it very often looks like this. The surface has alreadycollapsed, and the situation is like this. The attack against it, forexample, is dangerous here. If this person doesn't get out, space iscreated here, and he runs into this space, he is forced to change thedirection of his body like this. As soon as he changes direction, a passis released, and there is nothing the defense can do about it. So it isvery important to be here. So, it is very important to be here, to pushout like this, and to keep this side of the field unbroken. So the burden
is on the person on the inside. However, he is a shadow defenseman,so the number of tackles itself should not be that many.

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