Exploring the Delivery of Officer Safety Training: A Case Study

The Potential of Virtual Reality for Police Training Under Stress

“…(Araújo and Davids, 2011;Körner and Staller, 2018;Low et al, 2020) variability in scenario creation, leading to trainees' familiarity and habituation with a certain environment, although split-second decisions in novel situations are intended to be trained. Additionally, set-up and reconstruction of solid facilities is time-consuming, taking away valuable training hours (Cushion, 2018;Staller et al, 2020). Since training is limited, the principle of many practice trials is challenged.…”

“…The principle of constructive and concrete feedback in scenario-based training is repeatedly emphasized (Bennell et al, 2020;Jenkins et al, 2020;Rajakaruma et al, 2017) and observational case studies confirm police trainers spend a large part of the training time on explanations, demonstrations, and corrections (Cushion, 2018;Staller et al, 2020). Nevertheless, police trainers are criticized for providing lengthy, corrective feedback that focuses too much on the precise imitation of a technical or tactical solution (Blumberg, et al, 2019;Staller et al, 2020).…”

Pedagogical and Psychological Aspects of the Implementation of Model of the Value Attitude to Health

“…Preservation of health is an integral part of the professional activities of civil security specialists, because they are the bearers of health promotion ideas and are called upon to be responsible for ensuring the optimal environment for maintaining a healthy environment. Therefore, their professional training should be focused on the development of a value attitude, first of all, to their own health, and then to the health of others, since health is the main resource of professional activity of civil security specialists, an indicator of the specialist's effectiveness (Cushion, 2020).…”

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

“…Firstly, from an applied coaching perspective, the issue of isolating parts of movements in order to integrate them later on in a more complex movement or isolating the movement from the performance context has been observed in the police training domain on various occasions (Cushion, 2018; Staller et al, 2019) and has been met with criticism particularly with regards to transfer (Cushion, 2018; Körner and Staller, 2018; Staller and Körner, in press). The proposition of Di Nota and Huhta (2019) of “chunking” movements in order to “facilitate gaining competence in smaller, more manageable units of information” (p. 2) builds on several implicit assumptions in accordance with Information Processing Theory (Schmidt et al, 2018), that are relevant to the field of policing: (a) isolation of performance components effectively contribute to skill development and transfer to the field, (b) the existence of an ideal movement solution, (c) their repetition with low degrees of variation, and (d) the learning process as a coaching centered endeavor with emphasis on prescriptive instruction and feedback.…”

“…Even though Di Nota and Huhta (2019) complement the need for performance-environment and perceptual-action coupling in learning tasks by referring to scenario-based training as the “gold standard for complex motor learning for police” (p. 10), we would argue, that this approach is too short-sighted for effective skill development in police training. Data from training observations in police training (Cushion, 2018; Staller et al, 2019) showed, that trainings tasks—except for scenario-based training—regularly seem to lack representative task design leading to a lack of transfer in more complex tasks later on. These data indicate that representatively designed tasks are employed in police training, but not in the beginning of training, when practice tasks regularly involve partner interaction on a one-to-one basis.…”