Resistance to a First-Time Online Training Course for Sport Technicians

Decreasing enrollment at The Royal Spanish Skating Federation for Training Sport Technicians compelled the adoption of an online version of a training course. This paper identifies the resistance experienced by participants and explores the relations among four power variables: communication and participation, daily routines, flexibility of the courses, and training programs. Participants included students and instructors who completed a questionnaire. The results indicated that the students felt that they lack contact and interaction, leading to a feeling of apprehension. In addition, they had limited Internet access, which aggravated their lack of participation, isolating them and leaving them feeling inadequately informed. In contrast, the instructors focused their attention on the training programs. This paper proposes solutions and improvements for future versions of the course for redressing imbalances in power relationships among the participants. 

Decreasing enrollment at The Royal Spanish Skating Federation for Training Sport Technicians compelled the adoption of an online version of a training course. This paper identifies the resistance experienced by participants and explores the relations among four power variables: communication and participation, daily routines, flexibility of the courses, and training programs. Participants included students and instructors who completed a questionnaire. The results indicated that the students felt that they lack contact and interaction, leading to a feeling of apprehension. In addition, they had limited Internet access, which aggravated their lack of participation, isolating them and leaving them feeling inadequately informed. In contrast, the instructors focused their attention on the training programs. This paper proposes solutions and improvements for future versions of the course for redressing imbalances in power relationships among the participants.