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. 2018 Dec 18;12(2):353-372.
doi: 10.1007/s40617-018-00317-2. eCollection 2019 Jun.

Police Academy Training, Performance, and Learning

John O'Neill  1 , Dawn A O'Neill  1 , Katelyn Weed  2 , Mark E Hartman  3 , William Spence  1 , William J Lewinski  1
Affiliations

Police Academy Training, Performance, and Learning

John O'Neill et al. Behav Anal Pract. .

Erratum in

Abstract

We conducted empirical analyses of training at 3 large regional police academies in the United States. We objectively examined the performance and learning of 3 classes, a total of 115 cadets, across 3 representative training approaches to defensive and control tactics. Experiment 1 examined the content and effects of single-session or block training across 8 weeks during the academy. Experiment 2 examined the content and effects of spaced sessions with small-group practice and scenario-based feedback across 8 weeks during the academy. Experiment 3 examined the content and effect of block training with scenario-based feedback across 15 weeks during the academy. Experiment 3 also demonstrated the impact of performance feedback on instructor behavior and cadet performance during the academy and 16 weeks after graduation. We provide recommendations and a call for research based on the performance and learning literature, grounded in behavioral science.

Keywords: Law enforcement; Learning; Performance; Police; Training.

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Conflict of interest statement

Conflict of InterestJohn O’Neill declares that he has no conflict of interest. Dawn A. O’Neill declares that she has no conflict of interest. Katelyn Weed declares that she has no conflict of interest. Mark E. Hartman declares that he has no conflict of interest. William R. Spence declares that he has no conflict of interest. William J. Lewinski declares that he has no conflict of interest.

Figures

Fig. 1
Fig. 1
Data for Experiment 1. Skill performance by group (N = 28) minimum, first quartile, median (closed circles), third quartile, and maximum values at pretest, posttest, and follow-up tests at 1, 2, 4, and 8 weeks, and booster training for mandibular angle pressure point, rear disarming of firearm, and front snap kick. The solid vertical staggered line represents initial training, and the dashed vertical line represents booster training
Fig. 2
Fig. 2
Data for Experiment 2. Skill performance accuracy by group (N = 34) minimum, first quartile, median, third quartile, and maximum values at pretest, posttest, booster trainings, and follow-up tests at 1, 2, 4, and 8 weeks for handcuffing and front snap kick. The solid vertical line represents initial training, and the dashed lines represent booster trainings
Fig. 3
Fig. 3
Data for Experiment 3. Skill performance by group (N = 53) minimum, first quartile, median, third quartile, and maximum values at pretest, posttest, booster, and academy follow-up tests at 7 (half of class) and 15 weeks (full class), performance feedback (PF), and at 16 weeks after graduation for rear disarming of firearm, baton strike, and pressure point. The solid vertical staggered line represents initial training, and the dashed lines represent booster training
See this image and copyright information in PMC

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