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  • 1.
    Löfgren, Hans O.
    et al.
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Hansson, Jonas
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Sjöberg, David
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Åström, Jan
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Kaliber .22: en systematisk studie kring faktorer som kan påverka polisstudentens skjutresultat2021Report (Other academic)
    Abstract [en]

    In 2019, police training at Umeå University conducted a quasi-experimental study in connection with weapons training at the undergraduate level. The background for this study was that many students have problems with the firing technique. The reason for this may be the recoil and a loud sound of the firing explosion of the 9 x 19 mm calibre, which often can be perceived as unpleasant. This can lead to the shooter trying to control the firing of the gun by deciding when it should take place, jerking of the shot in order to control the reaction to the sound of the firing explosion. Consequently, the grip on the weapon hardens and the shooter does not achieve the desired hit results, even if the barrel-sight-target conditions are ideal. One hypothesis for the study is that the student / shooter can instead start their training with a smaller calibre (.22 LR), and therefore they can better concentrate on a correct firing technique, instead of the recoil and the sound of the firing explosion. 

    The aim of the study is to investigate whether training with smaller calibre, and therefore the students' coping with the star-tle reflex, could result in an increase in the number of students who pass the firearm examination and to investigate correlated factors that might impact on the shooting result. This study employs a quasi-experimental design involving two groups of police students: 28 in the control group and 27 in the intervention group. The intervention group received an adjusted version of the Sig Sauer handgun that was changed to fire .22 long rifle calibre ammunition, while the control group carried out the firing training without adjustments in ammunition. 

    Interviews were conducted to investigate what the students' thoughts are about the competence test in relation to the quantita-tive factors. Although both control group and intervention group had the best results (86%) in the firearm examination over the past 15 semesters, the difference was not significant between the intervention group and the control group. The results of this study indicate that female students with high cognitive anxiety have lower shooting scores than do male students with less cognitive anxiety. This pilot study is a first step in exploring the area and will form the basis for further studies in the area. 

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    Kaliber .22
  • 2.
    Söderström, Tor
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Åström, Jan
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Anderson, Greg
    Justice Institute of British Columbia, Canada.
    A Framework for the Design of Computer Assisted Simulation Training for Complex Police Situations2012In: Proceedings of Research in Educational Technology: Development and Practice. The International Conference of Information Communication Technologies in Education / [ed] Ġorġ Mallia, 2012, p. 146-154Conference paper (Refereed)
    Abstract [en]

    The article reports progress concerning the design of a computer-assisted simulation training (CAST) platform for developing decision-making skills in police students. The overarching aim is to outline a theoretical framework for the design of computer-assisted simulation training to facilitate police students’ development of search techniques in complex interactions within the built environment, learning to apply and perform the five “quick peek” techniques for information gathering and subsequent risk evaluation. The article draws on Luckin’s (2010, 2008) ecology of resources model of learner context, informed with perspectives on reflective thinking from Schön (1983, 1987). The article discusses design issues within the ecology of resources model applied on CAST for complex police situations.

    Download full text (pdf)
    fulltext
  • 3.
    Söderström, Tor
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Åström, Jan
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Anderson, Greg
    Justice Institute of British Columbia, New Westminster, Canada.
    Bowles, Ron
    Justice Institute of British Columbia, New Westminster, Canada.
    A framework for the design of computer-assisted simulation training for complex police situations2014In: Campus-Wide Information Systems, ISSN 1065-0741, Vol. 31, no 4, p. 242-253Article in journal (Refereed)
    Abstract [en]

    Purpose – The purpose of this paper is to report progress concerning the design of a computer-assisted simulation training (CAST) platform for developing decision-making skills in police students. The overarching aim is to outline a theoretical framework for the design of CAST to facilitate police students’ development of search techniques in complex interactions within the built environment, learning to apply and perform the five "quick peek" techniques for information gathering, and subsequent risk evaluation.

    Design/methodology/approach – The paper draws on Luckin's ecology of resources model of learner context informed with perspectives on reflective thinking from John Dewey and Donald Schön. The paper discusses design issues within the ecology of resources model applied on CAST for complex police situations.

    Findings – It is suggested that Luckin's framework with its focus on the interaction between different elements and filters in the learner's context together with Schön's perspective on reflection challenge educational designers to look beyond the immediate development of specific tools (such as the CAST in this project) and examine how these tools will be effectively embedded in the overall learning experience.

    Originality/value – This paper has presented two theoretical perspectives, Luckin's ecology of resources model and Schön's perspective on reflective practice as foundations for the educational design of CAST. Applying Luckin's framework as informed by Schön helps focus attention on issues that are important in the design process in order to facilitate educational transfer.

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