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.
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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
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