Commentary: Complex Motor Learning and Police Training: Applied, Cognitive, and Clinical Perspectives

Staller, Mario S.; Körner, Swen

doi:10.3389/fpsyg.2019.02444

Cited by 10 publications

(6 citation statements)

References 14 publications

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“…Hence the simulations should be representatively designed regardless of their complexity (regular partner interaction vs. high-end scenario training). Practitioners and researchers alike may consider high quality partner interactions as a quality criterion for police training (Staller and Körner 2019a).…”

Section: Representative Learning Design In Police Trainingmentioning

confidence: 99%

“…Finally, our data suggests that available training time in police training seems not be used efficiently. Active time-on-task, especially engagement in representatively designed tasks, involving problem-solving capabilities was low given that the police literature advocates representatively and interactively designed training tasks as the gold standard for training (Nota and Huhta 2019;Staller and Körner 2019a). Again, this may well be explained by a lack of constructive alignment in the programme, which limits up front planning as there is a lack of a clear learning outcome and, therefore, a clear view on how to achieve that outcome.…”

Section: Conclusion and Practical Implicationsmentioning

confidence: 99%

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The Structure and Delivery of Police Use of Force Training: A German Case Study

et al. 2021

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The current study aims to investigate the current structure and delivery of police recruit training. Using a case study approach, we systematically observed a semester of police training that consisted of 30 h with a specific focus on police use of force training. Field notes and time-on-task data was analysed using an inductive approach. The results revealed, first, a lack of constructive alignment of the training modules and learning tasks within the training settings. Second, an adherence to traditional linear approaches to training resulting in high amounts of augmented instruction and feedback and a one-size-fits all approach to technical and tactical behaviour. Third, a non-efficient use of available training time with low amounts of engagement in representatively designed tasks that stimulated problem-solving processes. Based on these results we suggest that there is a need: (a) for police trainers and curriculum designers to align the objectives, practice structure and delivery of police training with the needs of police officers in the field (e.g. conflict resolution); (b) for police trainers to employ more learner-centred pedagogical approaches that account for individual action capabilities and resources, and allow for high amounts of training time with representatively designed training tasks; and (c) for senior managers of overall police training decision-makers to provide the necessary trainer education, in order to furnish trainers with the knowledge and tools to appropriately plan, deliver and reflect upon their practice in keeping with concept of constructive alignment.

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Section: Representative Learning Design In Police Trainingmentioning

confidence: 99%

Section: Conclusion and Practical Implicationsmentioning

confidence: 99%

The Structure and Delivery of Police Use of Force Training: A German Case Study

et al. 2021

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“…As such, a practical integration of verbal, physical, cognitive, and psychological skills under realistic circumstances is requested from trainees. Therefore, scenario-based training offers a great opportunity (although not the only one, see Staller and Körner, 2019) to apply the ecological dynamics framework in police training.…”

Section: "Train As You Fight": Scenario-based Training Under Stressmentioning

confidence: 99%

The Potential of Virtual Reality for Police Training Under Stress

Giessing

2021

Interventions, Training, and Technologies for Improved Police Well-Being and Performance

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To prepare for critical incidents on duty, police officers need to acquire the skills and tactics in realistic environments so that they transfer to high-stress circumstances. To bridge the gap between empirical research and applied practice, the present chapter informs about training concepts within the ecological dynamics framework that effectively promotes performance under stress. Specifically, scenario-based police training is critically discussed by identifying research gaps and challenges in the current practice. Virtual reality (VR) is introduced as a promising tool to overcome these challenges in police training and research. The aim of the present chapter is to inform, update, and improve researchers', police trainers', and curriculum developers' knowledge of VR as a tool to address the need for representative stress training while acknowledging its strengths, weaknesses, opportunities, and threats.

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“…For example, in most types of self-defense training, direct physical contact with changing training partners is required. Fighting generally can be conceptualized as a mode of physical communication, established through the dense interaction of bodies (Körner et al 2019;Krabben et al 2019;Staller and Körner 2019). It is central to skill development in self-defense and police training that coaches design training activities in a representative manner (Pinder et al 2011;Staller et al 2017).…”

Section: Constraining the How Dimensionmentioning

confidence: 99%

Coaching self-defense under COVID-19: challenges and solutions in the police and civilian domain

Körner

Staller²

2020

Secur J

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The spread of SARS-CoV-2 has led to a general shutdown of police and civilian self-defense training. While means of distance learning such as online teaching appear to be feasible for theory dominant subjects addressing cognitive resources of the learner, combat-related practices like self-defense trainings don´t seem to fit into the realm of virtual learning due to their bodily foundation. This is made clear by the collective perplexity of police and civilian coaches, gyms and organizations, on how to proceed with training during the lockdown in general, while approaches of distance learning (e.g., online learning) have rarely been considered. In the following article, we tackle the situation of police and civilian self-defense coaches in times of Corona. In a first step, contextual changes and challenges of coaching self-defense are identified through the lenses of a professional coaching model. In line with basic assumptions of ecological dynamics, adaptability seems to be the decisive resource for the coaching and training of self-defense in times of Corona. As an example for such an adaptation in training practice, a conceptual framework for distance-based self-defense training in the civilian and police domain is presented. This framework is adjusted to the respective requirements of physical distancing and adopted to novel security matters within the public sphere caused by the current regulations. In sum, the article attempts to provide ideas and orientation for police and civilian self-defense coaches as well as for their own development possibilities.

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Commentary: Complex Motor Learning and Police Training: Applied, Cognitive, and Clinical Perspectives

Cited by 10 publications

References 14 publications

The Structure and Delivery of Police Use of Force Training: A German Case Study

The Structure and Delivery of Police Use of Force Training: A German Case Study

The Potential of Virtual Reality for Police Training Under Stress

Coaching self-defense under COVID-19: challenges and solutions in the police and civilian domain

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