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Related Experiment Video

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Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment
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Police Academy Training, Performance, and Learning.

John O'Neill1, Dawn A O'Neill1, Katelyn Weed2

  • 1Division of Research, Force Science® Institute, Ltd., Mankato, MN 56001 USA.

Behavior Analysis in Practice
|January 25, 2020
PubMed
Summary
This summary is machine-generated.

Police cadet training effectiveness varied by approach. Spaced sessions with feedback improved defensive tactics performance and learning more than block training, even post-graduation.

Keywords:
Law enforcementLearningPerformancePoliceTraining

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Area of Science:

  • Law Enforcement Training
  • Behavioral Science
  • Educational Psychology

Background:

  • Police academies utilize various training methods for defensive and control tactics.
  • Evaluating the effectiveness of different training approaches is crucial for officer preparedness.
  • Empirical data on the long-term impact of training methodologies is limited.

Purpose of the Study:

  • To objectively analyze the performance and learning outcomes of cadets under different defensive and control tactics training methods.
  • To compare the efficacy of single-session/block training versus spaced sessions with feedback.
  • To assess the sustained impact of training interventions on officer performance and instructor behavior.

Main Methods:

  • Empirical analysis of 115 cadets across 3 police academies in the United States.
  • Three distinct training approaches were implemented and evaluated: block training, spaced sessions with small-group practice and feedback, and extended block training with feedback.
  • Data collection included performance metrics during training and 16 weeks post-graduation.

Main Results:

  • Spaced training sessions with scenario-based feedback (Experiment 2) showed superior cadet performance and learning compared to single-session or block training (Experiment 1).
  • Extended block training with scenario-based feedback (Experiment 3) significantly improved instructor behavior and cadet performance, with lasting effects observed 16 weeks after graduation.
  • Performance feedback positively influenced both instructor actions and cadet skill acquisition and retention.

Conclusions:

  • Spaced, feedback-rich training methodologies are more effective for developing and retaining defensive and control tactics skills in police cadets.
  • The findings support the integration of behavioral science principles into law enforcement training curricula.
  • Further research is recommended to refine training protocols based on empirical evidence and enhance long-term officer performance.