Skip to main content
SpringerLink
Log in

Criteria for the High Quality Training of Police Officers

  • Chapter
  • First Online:
Police Conflict Management, Volume II

Abstract

Training time is a scarce commodity in the police context. It is therefore important to squeeze as much learning out of the available time as possible. High quality training is, however, not a given in the police domain. Police instructors are generally highly motivated to do well and feel a strong sense of responsibility to equip their trainees with adequate skills. However, didactical and pedagogical skills are still often the neglected child in training. Studies have shown there is much to improve in the training of officers. The authors wrote this chapter with police training practitioners in mind and hope the criteria will support their practice and help them to substantiate their practical expertise and motivation to deliver great training with scientifically grounded criteria. They provide didactical criteria for high quality training in the police domain. Their underpinning view of learning is that it is a process that leads to relatively stable changes in behaviour (potential) as a result of specific interactions with the environment. They consider skills to be learned when they are sustained over some time after training (retention) and when they can be applied in various situations (transfer). The criteria they present are based on research on skill acquisition, motor learning, performing under pressure, and motivation. As such they are mostly (but not solely) applicable to the training of perceptual motor skills such as use-of-force and de-escalation training, decision making and acting, and integrated skills training, such as scenario training. The criteria can be used in the design or preparation of training, serve as a guidance for instructors during training sessions, and form criteria to evaluate and monitor the didactical quality of sessions.

Reviewer: Laura Voigt

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 109.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 139.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    There is a debate as to whether the term “realism” or “representativeness” should be used (see Staller et al., 2017). We use the terms “realistic” and “realism” here, but our recommendations on “realistic training” are grounded in representative learning design and thus technically point to representative training.

References

  • Andersen, J. P., Papazoglou, K., Nyman, M., Koskelainen, M., & Gustafsberg, H. (2015). Fostering resilience among police. Journal of Law Enforcement, 5, 3–13. https://hdl.handle.net/1807/73820

  • Andersen, J. P., Pitel, M., Weerasinghe, A., & Papazoglou, K. (2016). Highly realistic scenario based training simulates the psychophysiology of real world use of force encounters: Implications for improved police officer performance. Journal of Law Enforcement, 5, 1–13.

    Google Scholar 

  • Araújo, D., & Davids, K. (2011). What exactly is acquired during skill acquisition? Journal of Consciousness Studies, 18, 7–23.

    Google Scholar 

  • Ashraf, R., Abdoli, B., Khosrowabadi, R., Farsi, A., & Pineda, J. A. (2021). The Effect of Modeling Methods on Mirror Neurons Activity and a Motor Skill Acquisition and Retention. Basic and Clinical Neuroscience, 0-0. https://doi.org/10.32598/bcn.2021.3245.1

  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.

    Google Scholar 

  • Bennell, C., Blaskovits, B., Jenkins, B., Semple, T., Khanizadeh, A. J., Brown, A. S., & Jones, N. J. (2020). Promising practices for de-escalation and use-of-force training in the police setting: A narrative review. Policing: An International Journal, 44, 377–404. https://doi.org/10.1108/pijpsm-06-2020-0092

  • Bernstein, N. A. (1996). On dexterity and its development. In M. L. Latash & M. T. Turvey (Eds.), Dexterity and its development (pp. 1–244). Erlbaum.

    Google Scholar 

  • Button, C., Seifert, L., Chow, J. Y., Araújo, D., & Davids, K. (2021). Dynamics of skill acquisition. An ecological dynamics approach. Human Kinetics.

    Google Scholar 

  • Chow, J. Y. (2013). Nonlinear learning underpinning pedagogy: Evidence, challenges, and implications. Quest, 65, 469–484. https://doi.org/10.1080/00336297.2013.807746

    Article  Google Scholar 

  • Cushion, C. J. (2018). Exploring the delivery of officer safety training: A case study. Policing: A Journal of Policy and Practice, 14, 166–180. https://doi.org/10.1093/police/pax095

  • Davids, K., Araújo, D., Hristovski, R., Passos, P., & Chow, J. Y. (2012). Ecological dynamics and motor learning design in sport. In N. J. Hodges & A. M. Williams (Eds.), Skill acquisition in sport: Research, theory and practice (pp. 112–130). Routledge.

    Google Scholar 

  • Davids, K., Button, C., & Bennett, S. (2008). Dynamics of skill acquisition: A constraints-led approach. Human kinetics.

    Google Scholar 

  • Di Nota, P. M., & Huhta, J. M. (2019). Complex motor learning and police training: Applied, cognitive, and clinical perspectives. Frontiers in Psychology, 10, 1797. https://doi.org/10.3389/fpsyg.2019.01797

    Article  Google Scholar 

  • Dochy, F., & Segers, M. (2018). Creating impact through future learning: The high impact learning that lasts (HILL) model. Routledge.

    Google Scholar 

  • Dweck, C. (2017). Mindset-updated edition: Changing the way you think to fulfil your potential. Hachette UK.

    Google Scholar 

  • Giessing, L., Frenkel, M. O., Zinner, C., Rummel, J., Nieuwenhuys, A., Kasperk, C., Brune, M., Engel, F. A., & Plessner, H. (2019). Effects of coping-related traits and psychophysiological stress responses on police recruits’ shooting behavior in reality-based scenarios. Frontiers in Psychology, 10, 1523. https://doi.org/10.3389/fpsyg.2019.01523

    Article  Google Scholar 

  • Guadagnoli, M. A., & Lee, T. D. (2004). Challenge point: A framework for conceptualizing the effects of various practice conditions in motor learning. Journal of Motor Behavior, 36, 212–224. https://doi.org/10.3200/JMBR.36.2.212-224

    Article  Google Scholar 

  • Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81–112. https://doi.org/10.3102/003465430298487

    Article  Google Scholar 

  • Hodges, N. J., & Franks, I. M. (2002). Modelling coaching practice: The role of instruction and demonstration. Journal of Sports Sciences, 20, 793–811. https://doi.org/10.1080/026404102320675648

    Article  Google Scholar 

  • Hutter, R. I. (V.), Koedijk, M., Schäfer, A., Maetzing, O., Kleygrewe, L., & Oudejans, R. R. D. (2022). D7.5 SHOTPROS final training curriculum for DMA-SR. Deliverable to the European Commission in the H2020 project SHOTPROS.

    Google Scholar 

  • Kal, E., Prosée, R., Winters, M., & Van Der Kamp, J. (2018). Does implicit motor learning lead to greater automatization of motor skills compared to explicit motor learning? A systematic review. PLoS One, 13, e0203591. https://doi.org/10.1371/journal.pone.0203591

    Article  Google Scholar 

  • Kleygrewe, L., Oudejans, R. R. D., Koedijk, M., & Hutter, R. I. (2022). Police training in practice: Organization and delivery according to European law enforcement agencies. Frontiers in Psychology, 12, 1–13. https://doi.org/10.3389/fpsyg.2021.798067

    Article  Google Scholar 

  • Knowles, M. S. (1978). Andragogy: Adult learning theory in perspective. Community College Review, 5, 9–20. https://doi.org/10.1177/009155217800500302

    Article  Google Scholar 

  • Koedijk, M., Renden, P. G., Oudejans, R. R. D., & Hutter, R. I. (2019). Training for the job: Evaluation of a self-defence training programme for correctional officers. Ergonomics, 62, 1585–1597. https://doi.org/10.1080/00140139.2019.1677947

    Article  Google Scholar 

  • Körner, S., & Staller, M. S. (2022). The Situation is quite different: Perceptions of violent conflicts and training among German police officers. Frontiers in Education, 6, 777040. https://doi.org/10.3389/feduc.2021.777040

  • Körner, S., & Staller, M. S. (2021). Police training revisited—Meeting the demands of conflict training in police with an alternative pedagogical approach. Policing: A Journal of Policy and Practice, 15, 927–938. https://doi.org/10.1093/police/paaa080

  • Körner, S., & Staller, M. S. (2018). From system to pedagogy: Towards a nonlinear pedagogy of self-defense training in the police and the civilian domain. Security Journal, 31, 645–659. https://doi.org/10.1057/s41284-017-0122-1

    Article  Google Scholar 

  • Landman, A., Nieuwenhuys, A., & Oudejans, R. R. D. (2016). Decision-related action orientation predicts police officers’ shooting performance under pressure. Anxiety, Stress & Coping, 29, 570–579. https://doi.org/10.1080/10615806.2015.1070834

    Article  Google Scholar 

  • Lewthwaite, R., & Wulf, G. (2017). Optimizing motivation and attention for motor performance and learning. Current Opinion in Psychology, 16, 38–42. https://doi.org/10.1016/j.copsyc.2017.04.005

    Article  Google Scholar 

  • Maloney, S., Storr, M., Morgan, P., & Ilic, D. (2013). The effect of student self-video of performance on clinical skill competency: A randomised controlled trial. Advances in Health Sciences Education, 18, 81–89. https://doi.org/10.1007/s10459-012-9356-1

    Article  Google Scholar 

  • Mugford, R., Corey, S., & Bennell, C. (2013). Improving police training from a cognitive load perspective. Policing: An International Journal of Police Strategies & Management, 36, 312–337. https://doi.org/10.1108/13639511311329723

  • Nieuwenhuys, A., & Oudejans, R. R. D. (2011). Training with anxiety: Short-and long-term effects on police officers’ shooting behavior under pressure. Cognitive Processing, 12, 277–288. https://doi.org/10.1007/s10339-011-0396-x

    Article  Google Scholar 

  • Nieuwenhuys, A., & Oudejans, R. R. D. (2012). Anxiety and perceptual-motor performance: Toward an integrated understanding of concepts, mechanisms, and processes. Psychological Research Psychologische Forschung, 76, 747–759. https://doi.org/10.1007/s00426-011-0384-x

    Article  Google Scholar 

  • Nieuwenhuys, A., & Oudejans, R. R. D. (2017). Anxiety and performance: Perceptual-motor behavior in high-pressure contexts. Current Opinion in Psychology, 16, 28–33. https://doi.org/10.1016/j.copsyc.2017.03.019

    Article  Google Scholar 

  • Otte, F. W., Davids, K., Millar, S. K., & Klatt, S. (2020). When and how to provide feedback and instructions to athletes?—How sport psychology and pedagogy insights can improve coaching interventions to enhance self-regulation in training. Frontiers in Psychology, 11, 1444. https://doi.org/10.3389/fpsyg.2020.01444

    Article  Google Scholar 

  • Pinder, R. A., Davids, K., Renshaw, I., & Araújo, D. (2011). Representative learning design and functionality of research and practice in sport. Journal of Sport and Exercise Psychology, 33, 146–155. https://doi.org/10.1123/jsep.33.1.146

    Article  Google Scholar 

  • Ranganathan, R., & Newell, K. M. (2013). Changing up the routine: Intervention-induced variability in motor learning. Exercise and Sport Sciences Reviews, 41, 64–70. https://doi.org/10.1097/JES.0b013e318259beb5

    Article  Google Scholar 

  • Renden, P. G., & Dikken, J. (2022). An innovative perspective on skill acquisition in nurse education: The constraints-led approach. [Manuscript submitted for publication] Nutrition and Sport, The Hague University of Applied Sciences.

    Google Scholar 

  • Renden, P. G., Savelsbergh, G. J. P., & Oudejans, R. R. D. (2017). Effects of reflex-based self-defence training on police performance in high-pressure arrest situations. Ergonomics, 60, 669–679. https://doi.org/10.1080/00140139.2016.1205222

    Article  Google Scholar 

  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68. https://doi.org/10.1037/0003-066X.55.1.68

    Article  Google Scholar 

  • Sanli, E. A., Patterson, J. T., Bray, S. R., & Lee, T. D. (2013). Understanding self-controlled motor learning protocols through the self-determination theory. Frontiers in Psychology, 3, 611. https://doi.org/10.3389/fpsyg.2012.00611

    Article  Google Scholar 

  • Ste-Marie, D. M., Carter, M. J., & Yantha, Z. D. (2019). Self-controlled learning: Current findings, theoretical perspectives, and future directions. In N. J. Hodges & A. M. Williams (Eds.), Skill acquisition in sport: Research, theory and practice (pp. 119–140). Routledge.

    Chapter  Google Scholar 

  • Ste-Marie, D. M., Law, B., Rymal, A. M., Jenny, O., Hall, C., & McCullagh, P. (2012). Observation interventions for motor skill learning and performance: An applied model for the use of observation. International Review of Sport and Exercise Psychology, 5, 145–176. https://doi.org/10.1080/1750984X.2012.665076

    Article  Google Scholar 

  • Ste-Marie, D. M., Lelievre, N., & St. Germain, L. (2020). Revisiting the applied model for the use of observation: A review of articles spanning 2011–2018. Research Quarterly for Exercise and Sport, 91, 594–617. https://doi.org/10.1080/02701367.2019.1693489

    Article  Google Scholar 

  • Ste-Marie, D. M., Vertes, K. A., Law, B., & Rymal, A. M. (2013). Learner-controlled self-observation is advantageous for motor skill acquisition. Frontiers in Psychology, 3, 556. https://doi.org/10.3389/fpsyg.2012.00556

    Article  Google Scholar 

  • Staller, M. S., & Körner, S. (2020). Training für den Einsatz II: Plädoyer gegen das Training isolierter Komponenten im polizeilichen Einsatztraining. Die Polizei, 111, 223–231.

    Google Scholar 

  • Staller, M. S., Zaiser, B., & Körner, S. (2017). From realism to representativeness: Changing terminology to investigate effectiveness in self-defence. Martial Arts Studies, 4, 70–77. https://doi.org/10.18573/j.2017.10187

  • Van Maarseveen, M. J., Oudejans, R. R. D., & Savelsbergh, G. J. (2018). Self-controlled video feedback on tactical skills for soccer teams results in more active involvement of players. Human Movement Science, 57, 194–204. https://doi.org/10.1016/j.humov.2017.12.005

    Article  Google Scholar 

  • Van Merrienboer, J. J., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17, 147–177. https://doi.org/10.1007/s10648-005-3951-0

    Article  Google Scholar 

  • Wright, D. L., & Kim, T. (2019). Contextual interference: New findings, insights, and implications for skill acquisition. In N. J. Hodges & A. M. Williams (Eds.), Skill acquisition in sport: Research, theory and practice (pp. 99–118). Routledge.

    Chapter  Google Scholar 

  • Wulf, G. (2013). Attentional focus and motor learning: A review of 15 years. International Review of Sport and Exercise Psychology, 6, 77–104. https://doi.org/10.1080/1750984X.2012.723728

    Article  Google Scholar 

  • Wulf, G., Iwatsuki, T., Machin, B., Kellogg, J., Copeland, C., & Lewthwaite, R. (2018). Lassoing skill through learner choice. Journal of Motor Behavior, 50, 285–292. https://doi.org/10.1080/00222895.2017.1341378

    Article  Google Scholar 

  • Wulf, G., & Lewthwaite, R. (2016). Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning. Psychonomic Bulletin & Review, 23, 1382–1414. https://doi.org/10.3758/s13423-015-0999-9

    Article  Google Scholar 

  • Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In Handbook of self-regulation (pp. 13–39). Academic Press.

    Google Scholar 

  • Zimmerman, B. J. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement (2nd ed., pp. 1–37). Lawrence Erlbaum Associates.

    Google Scholar 

  • Zimmerman, B. J., & Moylan, A. R. (2009). Self-regulation: Where metacognition and motivation intersect. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 299–315). Routledge.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Brouwersgracht 248P, 1013 HE, Amsterdam, The Netherlands

    Rebecca Ivana Hutter

  2. Faculty of Health, Nutrition & Sport, The Hague University of Applied Sciences, Johanna Westerdijkplein 75, 2521 EN, The Hague, The Netherlands

    Peter Gerrit Renden

  3. Faculty of Behavioural and Human Movement Sciences, Vrije Universiteit Amsterdam, De Boelelaan 1105, 1081 HV, Amsterdam, The Netherlands

    Marjan Kok

  4. Department of Human Movement Sciences, Vrije Universiteit, Van Der Boechorststraat 9, 1081 BT, Amsterdam, The Netherlands

    Raôul Oudejans

  5. Department Human Performance, TNO Soesterberg, Kampweg 55, 3769 DE, Soesterberg, The Netherlands

    Matthijs Koedijk

  6. Bolestein 120, 1081CX, Amsterdam, The Netherlands

    Lisanne Kleygrewe

Authors
  1. Rebecca Ivana Hutter
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Peter Gerrit Renden
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Marjan Kok
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Raôul Oudejans
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Matthijs Koedijk
    View author publications

    You can also search for this author in PubMed Google Scholar

  6. Lisanne Kleygrewe
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Rebecca Ivana Hutter .

Editor information

Editors and Affiliations

  1. University of Applied Sciences for Police and Public Administration North Rhine-Westphalia, Cologne, Nordrhein-Westfalen, Germany

    Mario S. Staller

  2. German Sport University, Cologne, Germany

    Swen Koerner

  3. Aurora, ON, Canada

    Benni Zaiser

Rights and permissions

Reprints and permissions

Copyright information

© 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Hutter, R.I., Renden, P.G., Kok, M., Oudejans, R., Koedijk, M., Kleygrewe, L. (2023). Criteria for the High Quality Training of Police Officers. In: Staller, M.S., Koerner, S., Zaiser, B. (eds) Police Conflict Management, Volume II. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-41100-7_2

Download citation

Publish with us

Policies and ethics

Search

Navigation