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.

The study is aimed at training sports technicians in the Spanish state. Currently, most of them are in transitory period. For research, the Theory of Resistance in Innovation has been considered. This theory proposes a functional dimension and a psychological dimension with five factors: (Use, value of the product and risks involved) and (elements associated with traditional beliefs and those related to the image). The context studied was the courses taken by the Royal Spanish Skating Federation. The methodology followed in this research is empirical-analytical with a non-experimental approach. It will be basically a descriptive investigation. For this, an ad-hoc instrument was constructed with quantitative and qualitative response items. Among the results, it is worth highlighting the significant differences existing in students with experience in distance learning in the variable of acceptance of new technologies. In the qualitative part, it is recognized that the online mode allows to apply the knowledge immediately although there are difficulties during the first weeks. The creation of the figure of a tutor is proposed, which will catalyze the introduction to students' courses, facilitating the use of the platform before the start of the course.