The structure and delivery of police use of force training. A German case study.

Autor/inn/en	Staller, Mario Sebastian; Koerner, Sven; Heil, Valentina; Klemmer, Isabel; Abraham, Andrew; Poolton, Jamie
Titel	The structure and delivery of police use of force training. A German case study. Gefälligkeitsübersetzung: Die Struktur und Durchführung der Schulung zum Einsatz von Gewalt durch die Polizei. Eine deutsche Fallstudie.
Quelle	In: European journal for security research, 7 (2022) 1, S. 87-112 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2364-1695; 2365-0931; 2365-1695
DOI	10.1007/s41125-021-00073-5
Schlagwörter	Pädagogik; Kompetenz; Fallstudie; Gewalt; Handlungskompetenz; Konflikt; Fachwissen; Lerninhalt; Selbstverteidigung; Training; Ausbildung; Berufsausbildung; Trainer; Coaching; Bedürfnisbefriedigung; Einsatz; Schießen; Polizei; Deutschland-BRD
Abstract	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. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2024/1