scholarly journals An Organisational and Task Analysis to Inform Police Physical Education and Defensive Tactics Training

2021 ◽  
Author(s):  
◽  
Bradley K Simpson
Keyword(s):  
Physical Education ◽  
Police Officers ◽  
Physical Conditioning ◽  
Self Awareness ◽  
Front Line ◽  
Sun Tzu ◽  
Frequency Responses ◽  
Crowd Control ◽  
Line Officers ◽  
Method Approach

<p><b>"For to win one hundred victories in one hundred battles is not the acme of skill. To subdue the enemy without fighting is the acme of skill”. Sun Tzu.</b></p> <p>In the preparation for front-line policing, the teaching of Physical Education and Defensive Tactics (PE and DT) should integrate a number of tactics and techniques, and focus on operationally relevant scenario training. This study used a mixed-method approach (comprising of interviews, observations, focus groups, and a questionnaire), and involved 350 police officers and staff in New Zealand. It sought to identify the critical PE and DT related tasks front-line officers complete, to allow for an evidence based approach to informing the design and development of the training curriculum. The study identified two major topics that it was commonly considered should be part of the PE and DT curriculum: (1) empty-hand techniques and appointments (equipment); and (2) ceremonial (military drill), physical conditioning, and crowd control training. A number of underpinning principles also emerged as being important: the need for self-awareness, confidence, contributing to team effectiveness, and expecting the unexpected. Officers identified situations involving non-compliant and violent people to be the most critical to be trained for, with a focus on easily transferred and effective restraint and self-defence techniques and tactics. Tasks that were judged easy to learn (such as pepper spraying dogs) were deemed to be the least critical tasks to include in the curriculum. Analysis of data related to difficulty, importance, and frequency responses by various officer demographics, showed that those policing in the most rural locations reported using force and communications on non-compliant people less often than other officers.</p>

scholarly journals An Organisational and Task Analysis to Inform Police Physical Education and Defensive Tactics Training

2021 ◽  
Author(s):  
◽  
Bradley K Simpson
Keyword(s):  
Physical Education ◽  
Police Officers ◽  
Physical Conditioning ◽  
Self Awareness ◽  
Front Line ◽  
Sun Tzu ◽  
Frequency Responses ◽  
Crowd Control ◽  
Line Officers ◽  
Method Approach

<p><b>"For to win one hundred victories in one hundred battles is not the acme of skill. To subdue the enemy without fighting is the acme of skill”. Sun Tzu.</b></p> <p>In the preparation for front-line policing, the teaching of Physical Education and Defensive Tactics (PE and DT) should integrate a number of tactics and techniques, and focus on operationally relevant scenario training. This study used a mixed-method approach (comprising of interviews, observations, focus groups, and a questionnaire), and involved 350 police officers and staff in New Zealand. It sought to identify the critical PE and DT related tasks front-line officers complete, to allow for an evidence based approach to informing the design and development of the training curriculum. The study identified two major topics that it was commonly considered should be part of the PE and DT curriculum: (1) empty-hand techniques and appointments (equipment); and (2) ceremonial (military drill), physical conditioning, and crowd control training. A number of underpinning principles also emerged as being important: the need for self-awareness, confidence, contributing to team effectiveness, and expecting the unexpected. Officers identified situations involving non-compliant and violent people to be the most critical to be trained for, with a focus on easily transferred and effective restraint and self-defence techniques and tactics. Tasks that were judged easy to learn (such as pepper spraying dogs) were deemed to be the least critical tasks to include in the curriculum. Analysis of data related to difficulty, importance, and frequency responses by various officer demographics, showed that those policing in the most rural locations reported using force and communications on non-compliant people less often than other officers.</p>

scholarly journals Leadership approaches in law enforcement: A sergeant’s methods of achieving compliance with racial profiling policy from the front line

2021 ◽  
Vol 6 (1) ◽  
pp. 38-45
Author(s):  
Paul Rinkoff
Keyword(s):  
Law Enforcement ◽  
Police Officers ◽  
Racial Profiling ◽  
Front Line ◽  
Police Organization ◽  
Supportive Leadership ◽  
Municipal Police ◽  
Law Enforcement Leaders ◽  
Leadership Approaches ◽  
Line Officers

This research aims to fill a void in the extant policy implementation literature that has overlooked the leadership contribution of sergeants to the successful adoption of policy decisions by front-line police officers. Using a qualitative approach and a sociological institutionalism perspective, and focusing on the racial profiling policy of a large North American municipal police organization, 17 sergeants representing 17 divisions (precincts) were interviewed. This research does not aim to assess the efficacy of the selected policy but, rather, examines leadership and supervisory perspectives relating to implementation and compliance. The findings demonstrate the methods used by sergeants to influence and achieve the compliance of front-line police officers with the racial profiling policy. Methods include auditing, being present, training, encouraging, rewarding, and disciplining. To explain these methods, it is theorized that sergeants blend two leadership approaches to ensure front-line officers conform to the racial profiling policy: an authoritative leadership approach and a supportive leadership approach. This study emphasizes the leadership contributions of sergeants when attempting to implement perceived controversial or unpopular policy—in this case, racial profiling policy—in a police organization and contains implications for law enforcement leaders, oversight committees, policy writers, and all government legislators who oversee public safety and security.

From Rhetoric to Reality: How Police Officers View the Implementation of Generalized Community Policing

2003 ◽  
Vol 5 (1) ◽  
pp. 1-35 ◽  
Author(s):  
Joseph A. Schafer
Keyword(s):  
Police Officers ◽  
Community Policing ◽  
Research Literature ◽  
Generalized Function ◽  
Front Line ◽  
Police Organizations ◽  
Using Data ◽  
The Individual ◽  
Line Officers ◽  
Beliefs And Attitudes

Research literature on community policing has focused on its impact on police organizations or citizens, especially in jurisdictions where community policing was a specialized police function. Less is known about how police officers experience the process of implementing community policing, particularly when it is a generalized function affecting an entire organization and all of its employees. Using data from a midwestern agency, this study examines the way in which front line officers and supervisors experienced the implementation of a generalized community policing philosophy. Specific attention is given to factors that influenced the attitudes and experiences of those most directly affected by this organizational change. Findings suggest that perceptions and experiences were largely a product of the beliefs and attitudes of the individual officers. Implications for police managers and scholars are discussed.

scholarly journals FEEDBACK USE AND PERCEPTIONS OF PHYSICAL EDUCATION PRE-SERVICE TEACHERS

2020 ◽  
pp. 355
Author(s):  
Michael Spittle ◽  
Sharna Spittle ◽  
Kelly Ruecker ◽  
Janet Young
Keyword(s):  
Physical Education ◽  
Teaching Method ◽  
Common Type ◽  
Peer Teaching ◽  
Teacher Education Programs ◽  
Self Awareness ◽  
Knowledge Of Results ◽  
Feedback Frequency ◽  
Teaching Setting ◽  
Positive Knowledge

The purpose of this study was to explore the use of feedback and perceptions of the use of feedback by pre-service teachers in peer-teaching (instructing their peers in university classes) and practical placement settings (teaching in schools). Pre-service teachers specializing in primary physical education (PE) and one other teaching method (n=59) were observed while teaching a 15-minute lesson in a peer-teaching setting, with six participants also observed while teaching on practical placement. Participants retrospectively recalled the feedback they perceived providing during the lesson. Average feedback frequency rate was once every 56 seconds in peer-teaching and once every 86 seconds in practical placement. The most common type of feedback provided was verbal, non-skill related, positive feedback. Pre-service teachers perceived that they provided feedback significantly more often than they actually did (every 41 seconds versus every 56 seconds in peer-teaching). In peer-teaching, pre-service teachers perceived that they provided significantly more non-verbal, negative, knowledge of results, descriptive, and corrective types of feedback than they actually provided, whereas they perceived that they had provided significantly less verbal, non-skill related, positive, knowledge of performance, prescriptive, and terminal types of feedback than they actually provided (p<01). Pre-service teachers provided feedback frequently in peer-teaching and practical placement settings, but less often in practical placement than peer-teaching. Actual and perceived feedback frequencies differed significantly and suggest that pre-service teachers may not always be aware of how often and the type of feedback they are providing, highlighting that PE teacher education programs may need to work with pre-service teachers to develop self-awareness.

Perceptions of their knowledge, practices and competence in sports injury prevention recognition and management by physical education teachers in Yogyakarta, Indonesia

2021 ◽  
Vol 43 (2) ◽  
pp. 39-51
Author(s):  
Luthfi Hidayat ◽  
Meirizal ◽  
Yudha Mathan Sakti ◽  
Yuni Artha Prabowo Putro ◽  
Aditya Fuad Robby Triangga ◽  
...  
Keyword(s):  
Physical Education ◽  
Injury Prevention ◽  
Injury Risk ◽  
Life Support ◽  
Sports Injury ◽  
Physical Education Teachers ◽  
Self Awareness ◽  
Training Experience ◽  
Skill Levels ◽  
Knowledge Practices

During a Physical Education (PE) class, students may encounter risks of injury. PE teachers, therefore, should possess competent knowledge and skill levels in sports injury prevention as well as good self-awareness of their abilities to manage any injury. This study aimed to evaluate the perceived knowledge, practices, and competence in the area of sports injury prevention, recognition, and management of PE teachers in Yogyakarta Special Province. The associations between PE teachers’ sociodemographic characteristics and their self-perceptions were also investigated. Subjects were Senior High School PE teachers who were willing to complete the questionnaire developed by the research team. 191 PE teachers voluntarily participated in the study. The results showed the lowest scores were found for: 1) the teachers’ practice in recording students’ medical history and assessing injury risk when starting a new academic year; 2) the teachers’ practice in evaluating the condition of first aid kits and Basic Life Support (BLS) devices; and 3) the teachers’ perceived competence in splinting. Only greater knowledge of the PRICE principle was associated with the teachers’ level of education and training experience and splinting competence with years of teaching. BLS training experience had the stronger association with perceptions of knowledge and skills in the recognition and treating of injuries.

Conclusion

2021 ◽  
pp. 210-218
Author(s):  
Ana Aliverti
Keyword(s):  
Social Justice ◽  
State Power ◽  
Democratic Governance ◽  
Nation State ◽  
Front Line ◽  
Academic Field ◽  
Social Democratic ◽  
Northern State ◽  
The Relationship ◽  
Line Officers

The Conclusion reflects on the key contributions of the book, revisiting some of the concepts and arguments presented in the Introduction. The section concludes by posing a number of questions on the implications of the findings presented for the academic field of policing and, more importantly, for social justice and democratic governance. I argue that migration policing is a privileged entry point to understanding the relationship between policing and society in a globalized, postcolonial world. The policing of immigration subverts—or rather unveils—the veneer of legality in the work of maintaining order. By foregrounding the non-rational, magic-like operation of state power, the book intended to unsettle rigid received epistemologies to theorizing policing in northern state bureaucracies. Ultimately, the morally and politically contested domain where front-line officers operate, the fragility, contingency, and provisionality of their authority, the fortuitous, capricious, and arbitrary nature of their decisions, the futility of the violence and harms they exert and the pains they endure, reveal also a frail, impotent, and inchoate state seeking to assert itself amid a fluid, murky, interconnected, and polarized world. The impetus to reassert the national by enforcing a bordered order reveals the exclusionary foundations of social democratic institutions and poses serious questions about the viability of these institutions and the modern nation-state to foster social justice. Equally, this juncture is an opportunity to think anew our political and economic institutions, take stock of global interdependence and its implications for livelihoods, and foster new forms of human conviviality.

Police officers, stigma, and the opioid epidemic

2020 ◽  
Vol 22 (4) ◽  
pp. 393-406 ◽  
Author(s):  
Nathan E Kruis ◽  
Jaeyong Choi ◽  
Richard H Donohue
Keyword(s):  
Law Enforcement ◽  
Police Officers ◽  
Social Distance ◽  
Disease Model ◽  
Law Enforcement Officers ◽  
The United States ◽  
Policy Implications ◽  
Opioid Epidemic ◽  
Front Line ◽  
Multivariable Analyses

Researchers have suggested that provider-based stigma of substance use disorders is one barrier to fighting the opioid epidemic. Yet, to date, virtually no study has examined provider-based stigma among law enforcement officers who are on the front line of the opioid crisis. This study attempts to fill this gap in the literature by assessing provider-based stigma toward opioid-using persons among a sample of 208 police officers working for departments located in the Northeastern Region of the United States. Results show that officers hold relatively high levels of stigma toward this vulnerable population, as measured by perceptions of dangerousness, blame, and social distance; however, comparatively, officers hold less fatalistic views toward this group of persons. Additionally, our multivariable analyses indicated that officer rank, support for the disease model of addiction, and beliefs about the demographic characteristics of a substance-using person are significantly associated with provider-based stigma among officers. Potential policy implications are discussed within.

Professional responsibilities versus familial responsibilities: An examination of role conflict among first responders during the Hurricane Katrina disaster

2014 ◽  
Vol 12 (1) ◽  
pp. 45 ◽  
Author(s):  
Terri Adams, PhD ◽  
Mila Turner, MA
Keyword(s):  
Hurricane Katrina ◽  
Natural Disaster ◽  
Role Conflict ◽  
Police Officers ◽  
First Responders ◽  
Police Departments ◽  
Front Line ◽  
Efficient Manner ◽  
Critical Response ◽  
Professional Responsibilities

In the event of a human-caused or natural disaster, the police are essential front-line first responders. The ability of police departments to provide adequate services is contingent upon critical response personnel working and functioning in an efficient manner. Currently, it is assumed that first responders will continue to work in the event of a disaster, even if they are personally impacted by the disaster to which they are expected to respond. This study examines role conflict among police officers who served as first responders during the Hurricane Katrina disaster.

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