An interview with athletic trainer Daisuke Sekine, who works in the American sports world, about Japan’s school English, studying abroad, the value of “uncomfortable environments,” and his approach to learning English modeled after strength training.
関根 大輔 Daisuke Sekine
Originally from Saitama Prefecture, he now works as an athletic trainer at American University. After graduating from high school, despite never having owned a passport or even been on an airplane, he moved to the United States to attend college. Before studying abroad, he had assumed without a doubt that he would return to Japan and find a job after graduation. However, he went on to pursue a master’s degree and has remained in the U.S. ever since, building his career as an athletic trainer across rehabilitation clinics, high schools, and universities.
Daisuke Sekine works as an athletic trainer at American University in Washington, D.C. His role involves supporting student athletes in health management, injury diagnosis, and rehabilitation. Because of his work, most of his daily interactions are with university students.
Daisuke first encountered English in 6th grade through an NHK radio program, Basic English. At the time, he was interested in sports and the human body, and a doctor he met told him that the U.S. had professions dedicated to treating athletes. This sparked a faint connection in his mind: “Sports → America → English.” However, his motivation was not yet strong; he simply thought early exposure to English might be useful when school lessons began.
Through middle and high school, Daisuke studied English like any other subject. Classes were mainly focused on reading and writing, with little speaking practice. He continued listening to radio programs occasionally but was often busy with club activities.
He enjoyed languages in general, liked reading books, and was drawn to “listening media” such as radio. He compared English and Japanese to different genres of music—distinct but equally enjoyable.
The idea of studying abroad lingered vaguely in his mind but only became concrete in high school when he began considering future paths. While classmates prepared for Japanese university entrance exams, he explored alternatives: Japanese universities, vocational schools, or American programs. Research suggested that the U.S. offered more advanced and well-structured athletic training programs, so he leaned toward studying there.
Up to that point, Daisuke had not done any special English training beyond regular schoolwork. Once he committed to studying abroad, he learned he needed a TOEFL score. He joined a study-abroad support company, attended their preparatory sessions, and practiced with test-prep books at home. Unlike others who attended English conversation schools, he relied mainly on school English, believing reading and writing practice would still be valuable for real-life English use.
When he took the TOEFL for practice, he unexpectedly scored above the requirement for his target university. That gave him confidence and reassurance, even though his spoken English remained untested.
Daisuke had never been abroad before and had barely left his home region in Japan. His first flight took him all the way to Nebraska. The vast, rural landscape was strikingly different from the America he had seen on TV.
At the Dallas airport during his layover, he struggled to order food in English, realizing that despite being able to read menus, understanding spoken language was far more difficult. This was his first shock—he worried whether he could survive in such an environment.
Before starting regular classes, he joined a summer ESL (English as a Second Language) program, where teachers spoke slowly and classmates were also language learners. Even then, he often had to double-check assignments and test instructions with teachers and peers because he was unsure he had understood correctly. This constant uncertainty was stressful, but mutual support among ESL classmates helped.
By September, he entered classes with American students. The transition was challenging: professors spoke much faster, lecture halls were larger and noisier, and the content became more specialized. Even in subjects he already knew in Japanese, such as math or science, unfamiliar English terminology made comprehension difficult.
Gradually, Daisuke noticed progress. After about three months, there were moments when he could follow conversations without needing to ask for repetition. These experiences built a sense of improvement, though he still found himself struggling when environments changed—for example, in larger lecture halls or with faster speakers. He learned that comprehension depended not only on his English ability but also on context and conditions.
In the beginning, Daisuke hesitated to speak in class or in daily life, fearing mistakes. Over time, he realized that communication mattered more than perfection. His professors and classmates cared less about grammatical accuracy and more about whether they could understand him. This shift in mindset helped him become more proactive in speaking.
He also noticed that classmates often asked questions in class, even if they didn’t fully understand. By watching them, he realized it was acceptable—even expected—to clarify and confirm understanding, which contrasted with his previous Japanese classroom experience.
Living in the U.S. exposed Daisuke not only to English but also to cultural differences. Unlike in Japan, where group harmony often takes priority, in the U.S. individuality and self-expression were encouraged. At first, he found it difficult to assert his opinions. However, he gradually adjusted, recognizing that as an athletic trainer, he needed to communicate clearly with athletes, coaches, and doctors to ensure safety and effective care.
He also reflected that being a foreigner made him more aware of cultural backgrounds—his own and others’. This perspective later became an asset in his professional interactions.
As he advanced in his studies, Daisuke began hands-on training with university athletes. This required not only technical knowledge but also rapid, precise communication. He had to explain injuries, treatment plans, and rehabilitation steps in English that athletes could immediately act on.
Initially, the language barrier was intimidating. But as he gained experience, he saw that athletes cared most about trust and clarity. Building those relationships boosted his confidence and solidified his decision to pursue athletic training in the U.S.
When Daisuke first arrived in the U.S., his professor advised him: “To become a good athletic trainer, keep placing yourself in uncomfortable environments.” While studying and practice hours were important, the real growth came from avoiding the comfort of spending time only with other Japanese students and instead immersing himself in challenging English-speaking settings. He recalls choosing to attend extra training hours, even when not required, because those environments forced him to grow.
After completing his studies in Nebraska, Daisuke moved to Maryland for graduate school and later lived in New York and Washington, D.C. He was struck by the faster pace of speech on the East Coast compared to the Midwest, as well as the distinct accents and expressions, particularly in Maryland’s Eastern Shore region. Each move introduced him to new variations of English, which kept the learning process ongoing.
Daisuke describes his method of learning English as similar to athletic training. Whenever he hears a useful expression, he immediately repeats it to himself—often in the form of “self-talk.” This practice helps him train the mouth muscles needed for English pronunciation, much like physical drills in sports. By repeating expressions until they become second nature, he can later use them spontaneously in real conversations.
Expressions first picked up from others eventually become part of his own speech patterns. Over time, they feel natural enough to be considered his “catchphrases.” This repetition not only expands his range of expressions but also helps him convey nuance more effectively. He emphasizes that using English smoothly means being able to say what he wants, how he wants—something achieved only through constant practice.
Daisuke connects his sports background to his approach to English: both require deliberate training, persistence, and stepping outside one’s comfort zone. For those studying abroad or already living in the U.S., he stresses the importance of continually seeking new challenges instead of settling into familiar routines.
