This research is a case study of collaborative learning in a university ice hockey team. Collaborative learning were held twice a week for about two months. There were three teams of collaborative learning, each group consisting of five participants. Each group selected a theme to be discussed concerning the strategy for playing a game, analyzed videos, and made a presentation about their analysis. They had been writing memos of meta-cognitive thoughts about ice hockey on a daily basis before the meetings. We analyzed their meta-cognitive writing before and after their practice. Moreover, we carried out game analysis in order to assess the effect of performance as a team. As a result, new descriptions, had not appeared before this study, arised in their meta-cognitive writing. And it indicate a change in their behaviors. Also, the game analysis indicates that their performance improved from before the practice.