Building a Cognitive Readiness for Violent Police–Citizen Encounters: A Task Analysis

Preddy, James E.; Stefaniak, Jill E.; Katsioloudis, Petros J.

doi:10.1002/piq.21288

Cited by 16 publications

(8 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“… Hamilton et al (2019) showed that cognitive training can improve shooting performance in law enforcement situations. These findings are consistent with Preddy et al (2019) , who suggested that cognitive readiness in the context of critical encounters in a law enforcement context should be supported by skill training in the areas of domain and prerequisite knowledge, pattern recognition, and situational awareness.…”

Section: Introductionsupporting

confidence: 90%

Shoot or Don’t Shoot? Tactical Gaze Control and Visual Attention Training Improves Police Cadets’ Decision-Making Performance in Live-Fire Scenarios

Heusler

Sutter

2022

Front. Psychol.

View full text Add to dashboard Cite

Police officers often encounter potentially dangerous situations in which they strongly rely on their ability to identify threats quickly and react accordingly. Previous studies have shown that practical experience and targeted training significantly improve threat detection time and decision-making performance in law enforcement situations. We applied 90-min traditional firearms training as a control condition (35 participants) and a specifically developed intervention training (25 participants) to police cadets. The intervention training contained theoretical and practical training on tactical gaze control, situational awareness, and visual attention, while the control training focused on precision and speed. In a pre- and posttest, we measured decision-making performance as well as (tactical) response preparation and execution to evaluate the training. Concerning cognitive performance training (i.e., decision-making), the number of correct decisions increased from pre- to posttest. In shoot scenarios, correct decisions improved significantly more in the intervention group than in the control group. In don’t-shoot scenarios, there were no considerable differences. Concerning the training of response preparation and execution in shoot scenarios, the intervention group’s response time (time until participants first shot at an armed attacker), but not hit time, decreased significantly from pre- to posttest. The control group was significantly faster than the intervention group, with their response and hit time remaining constant across pre- and posttest. Concerning the training of tactical action control, the intervention group performed significantly better than the control group. Moreover, the intervention group improved the tactical handling of muzzle position significantly. The results indicate that a single 90-min session of targeted gaze control and visual attention training improves decision-making performance, response time, and tactical handling of muzzle position in shoot scenarios. However, these faster response times do not necessarily translate to faster hit times – presumably due to the motor complexity of hitting an armed attacker with live ammunition. We conclude that theory-based training on tactical gaze control and visual attention has a higher impact on police officers’ decision-making performance than traditional firearms training. Therefore, we recommend law enforcement agencies include perception-based shoot/don’t-shoot exercises in training and regular tests for officers’ annual firearm requalification.

show abstract

Section: Introductionsupporting

confidence: 90%

Shoot or Don’t Shoot? Tactical Gaze Control and Visual Attention Training Improves Police Cadets’ Decision-Making Performance in Live-Fire Scenarios

Heusler

Sutter

2022

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…Although the literature is critical of the structure and delivery of police training, empirical investigation of how training is actually delivered is limited to the perspective of the trainees (learners) and coaches (trainers) (i.e. Preddy et al 2019a;Rajakaruna et al 2017 and to a specific component of police training (i.e., officer safety training, Cushion 2020). Furthermore, when generalising the findings of police training it is important to be cognisant of differences in national socio-economic context.…”

Section: Introductionmentioning

confidence: 99%

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

et al. 2021

View full text Add to dashboard Cite

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.

show abstract

“…never before seen attacking behaviour of citizen), SOPs have to be abandoned and behaviour has to be adapted according to the situation (Boulton and Cole, 2016; Schakel et al, 2016). As such, the skill to adapt to changing circumstances has been described as a core competency in police field work, especially in the context of conflict (Boulton and Cole, 2016; Preddy et al, 2019a; Staller and Zaiser, 2015). Likewise, accounts of the recruits in the current study included the need for flexibility and adaptivity as operational competencies in police work.…”

Section: Discussionmentioning

confidence: 99%

German police recruits’ perception of skill transfer from training to the field

Staller

Körner

Heil

et al. 2021

International Journal of Police Science & Management

View full text Add to dashboard Cite

In order optimally to prepare police officers for the demands in the field, police training has to be designed representatively. However, for the German context, there is a scarcity of research investigating to what extent training meets the demands of the field. To fill this gap, the current study examined if police training in Germany meets the field demands of police officers based on the perspective of police recruits. Thirteen recruits from a German police force were interviewed in a semi-structured way to identify possible matches and discrepancies between training and the field. The qualitative were was analysed using content analysis. The results revealed that recruits valued police training very positively because they were able to apply learned skills and tactics in the field. However, results also indicated that: (a) key informational variables present in the field were missing in training, namely chaotic, highly dynamic situations; and (b) police officers need to be adaptable and flexible in the field to cope with the demands. Finally, the results suggested that police training focuses narrowly on dealing with extreme threats, which differs from the experiences recruits had in the field and may have drawbacks because continuously perceiving social situations as threatening and dangerous is a risk factor for aggressive behaviour. Taken together, the current study provides further insights into the wants and needs of recruits in police training.

show abstract

Building a Cognitive Readiness for Violent Police–Citizen Encounters: A Task Analysis

Cited by 16 publications

References 31 publications

Shoot or Don’t Shoot? Tactical Gaze Control and Visual Attention Training Improves Police Cadets’ Decision-Making Performance in Live-Fire Scenarios

Shoot or Don’t Shoot? Tactical Gaze Control and Visual Attention Training Improves Police Cadets’ Decision-Making Performance in Live-Fire Scenarios

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

German police recruits’ perception of skill transfer from training to the field

Contact Info

Product

Resources

About