Abstract
Many police around the world integrated simulation-based training into their programs, more particularly use-of-force simulation. The use-of-force is a core element characterizing law enforcement practices. It requires the acquisition of a wide set of knowledge, skills, and abilities (KSAs) and tactics. In this regard, simulation-based training is widely recognized as an effective approach. However, various questions have received little empirical attention, such as whether the simulation-based training helps trainees to make sense of early work experience (EWE) and how simulation-lived experience can resonate with real-work practices. Our study proposes a fine-grained analysis of police cadets’ activity and lived experience during simulation-based exercises. It aimed at (a) identifying typical dimensions in the trainees’ enacted activity and lived experience during simulated scenarios, (b) informing learning opportunities, and situated knowledge mobilized and built during simulated scenarios, (c) documenting how simulation-lived experience resonates with real-work practices or EWE, and (d) documenting the living and unfolding of the unexpected during simulated scenarios. It was conducted within the course-of-action theoretical and methodological framework, which proposes an enactive, phenomenological, and semiotic view of working/training practices. Practical implications for the design of use-of-force training and simulation-based training are formulated on the basis of this empirical study.
Keywords
- Use-of-force
- Simulation
- Enacted practice
- Lived experience
- Work analysis
- Police training
This is a preview of subscription content, access via your institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Bennell, C., Jones, N., & Corey, S. (2007). Does use-of-force simulation training in Canadian police agencies incorporate principles of effective training? Psychology, Public Policy, and Law, 13, 35–58.
Chappell, A. (2008). Police academy training: Comparing across curricula. Policing: An International Journal of Police Strategies & Management, 31, 36–56.
Dieumegard, G., de Vries, E., & Perrin, N. (2020). The ‘course-of-action’ method in the study of lived experience of learners. International Journal of Research & Method in Education, 44, 67–81.
Drakos, A., Flandin, S., Filippi, G., Palaci, F., Veyrunes, P., & Poizat, G. (2021). From exploration to re-enactment: Instructional uses of a desktop virtual environment for training nuclear plant field operators. Vocations & Learning. https://doi.org/10.1007/s12186-020-09261-1
Dubey, G. (1997). Faire « comme si » n’est pas faire. In P. Beguin & A. Weill-Fassina (Eds.), La simulation en ergonomie: connaître, agir, et interagir (pp. 39–53). Octarès.
Dubois, L.-A., & Van Daele, A. (2018). Analyse de l’usage d’un dispositif de simulation pour la formation initiale de policiers à partir de l’activité de formateurs. Education & Formation, e-308, 83–94.
Durand, M. (2014). Activité humaine et éducation des adultes. In J. Friedrich & J. Pita (Eds.), Recherches en formation des adultes: un dialogue entre concepts et réalité (pp. 15–39). Editions Raison et Passions.
Durand, M., & Poizat, G. (2015). An activity-centred approach to work analysis and the design of vocational training situations. In L. Filliettaz & S. Billett (Eds.), Francophone perspectives of learning through work: Conceptions, traditions and practices (pp. 221–240). Springer.
Filliettaz, L., Billett, S., Bourgeois, E., Durand, M., & Poizat, G. (2015). Conceptualising and connecting Francophone perspectives on learning through and for work. In L. Filliettaz & S. Billett (Eds.), Francophone perspectives of learning through work: Conceptions, traditions and practices (pp. 19–48). Springer.
Flandin, S., Poizat, G., & Durand, M. (2018). Improving resilience in high-risk organizations: Principles for the design of innovative training situations. Development and Learning in Organizations: An International Journal, 32, 9–12.
Flandin, S., Poizat, G., & Perinet, R. (2019). Contribuer à la sécurité industrielle «par le facteur humain»: Un regard pour aider à (re)penser la formation. FonCSI.
Flandin, S., Salini, D., Drakos, A., & Poizat, G. (2020). Diseñar capacitaciones que faciliten la emergencia de nuevas significaciones frente a situaciones inéditas y críticas: curso de la expereincia y perturbaciones de la actividad. Laboreal, 16(2). https://doi.org/10.4000/laboreal.17042
Flandin, S., Poizat, G., & Perinet, R. (2021). Proactivité et réactivité: deux orientations pour concevoir des dispositifs visant le développement de la sécurité industrielle par la formation – Les leçons du projet FOResilience. FonCSI.
Grossman, R., Heyne, K., & Salas, E. (2015). Game- and simulation-based approaches to training. In K. Kraiger, J. Passmore, N. Rebelo dos Santos, & S. Malvezzi (Eds.), The Wiley Blackwell handbook of the psychology of training, development, and performance improvement (pp. 205–223). Wiley.
Horcik, Z., & Durand, M. (2015). L’expérience mimétique dans l’apprentissage adulte: le cas des formations par simulation. Revue Suisse des Sciences de l’Éducation, 37, 167–186.
Horcik, Z., Savoldelli, G., Poizat, G., & Durand, M. (2014). A phenomenological approach to novice nurse anesthetists’ experience during simulation-based training sessions. Simulation in Healthcare, 9, 94–101.
Malet, D., Falzon, P., & Vidal-Gomel, C. (2019a). Developing patient handling competences through participatory design of simulation scenarios. In T. Cotrim, F. Serranheira, P. Sousa, S. Hignett, S. Albolino, & R. Tartaglia (Eds.), Health and social Care Systems of the Future: Demographic changes, digital age and human factors – Proceedings of the healthcare ergonomics and patient safety (pp. 357–364). Springer.
Malet, D., Falzon, P., & Vidal-Gomel, C. (2019b). La conception participative en simulation: un moyen de développement du « soin de manutention raisonné ». Communication au 5ème Colloque International de Didactique Professionnelle, Longueuil, Québec.
Moreau de Bellaing, C. (2002). Former, informer, conformer: Enseigner à l’École nationale de police de Paris. Les Cahiers de la Sécurité Intérieure, 48, 57–79.
Moreau de Bellaing, C. (2006). La police dans l’État de droit. Les dispositifs de formation initiale et de contrôle interne de la police nationale dans la France contemporaine. Thèse de doctorat en science politique, Institut d’études politiques, Paris.
Phelps, J., Strype, J., Le Bellu, S., Lahlou, S., & Aandal, J. (2018). Experiential learning and simulation-based training in Norwegian police education: Examining body-worn video as a tool to encourage reflection. Policing: A Journal of Policy and Practice, 12, 50–65.
Pichonnaz, D. (2011). Réformer les pratiques policières par la formation: Les obstacles à la transformation des relations entre les policiers et leurs publics. Déviance et Société, 35, 335–359.
Poizat, G., Durand, M., & Theureau, J. (2016). Challenges of activity analysis oriented towards professional training. Le Travail Humain, 79, 233–258.
Schot, S., Flandin, S., Goudeaux, A., Seferdjeli, L., & Poizat, G. (2019). Formation basée sur la perturbation: preuve de concept par la conception d’un environnement numérique de formation en radiologie médicale. Activités, 16(2). https://doi.org/10.4000/activites.4724
Sjöberg, D. (2014). Why don’t they catch the baby? A study of a simulation of a critical incident in police education. Journal of Vocational Education & Training, 66, 212–231.
Staller, M., Cole, J., Zaiser, B., & Körner, S. (2019). Representative training with less risk: The effects of non-lethal training and conventional ammunition in police use of force training on heart rate variability. Policing: A Journal of Policy and Practice, 13, 411–425.
Stokoe, E. (2013). The (in)authenticity of simulated talk: Comparing role-played and actual interaction and the implications for communication training. Research on Language and Social Interaction, 46, 165–185.
Theureau, J. (2002). Dynamic, living, social and cultural complex systems: Principles of design-oriented analysis. Revue d’Intelligence Artificielle, 16, 485–516.
Theureau, J. (2003). Course-of-action analysis and course-of-action centered design. In E. Hollnagel (Ed.), Handbook of cognitive task design (pp. 55–81). Lawrence Erlbaum.
Theureau, J. (2004). Le cours d’action: Méthode élémentaire. Octarès.
Theureau, J. (2010a). La constitution des savoirs dans l’action. Intellectica, 53(54), 95–127.
Theureau, J. (2010b). Les entretiens d’auto-confrontation et de remise en situation par les traces matérielles et le programme de recherche « cours d’action ». Revue d’Anthropologie des Connaissances, 4, 287–322.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Boembeke, R., De Carvalho, L., Poizat, G. (2022). A Study of Police Cadets’ Activity During Use-of-Force Simulation-Based Training: Empirical Lessons and Insights for Training Design. In: Flandin, S., Vidal-Gomel, C., Becerril Ortega, R. (eds) Simulation Training through the Lens of Experience and Activity Analysis. Professional and Practice-based Learning, vol 30. Springer, Cham. https://doi.org/10.1007/978-3-030-89567-9_11
Download citation
DOI: https://doi.org/10.1007/978-3-030-89567-9_11
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-89566-2
Online ISBN: 978-3-030-89567-9
eBook Packages: EducationEducation (R0)