Purpose: We investigated the effects of threat and trait anxiety on state anxiety and how that affects police officers’ actions during an arrest. Most experiments on police performance under anxiety test the performance of one particular skill. Yet, police work often involves concerted use of a combination of skills. Methods: We created situations – with two different levels of threat – in which officers had to choose and initiate their actions to control and arrest a non-cooperative suspect. We examined whether threat, trait anxiety and state anxiety influenced decision-making (e.g., choosing the appropriate actions) and performance (e.g., quality of communication and the execution of skills). Results: Trait anxiety affected the level of state anxiety, but not any of the decision-making and performance variables. As for decision-making, results showed that only threat determined which action officers took to gain control over the suspect. As for performance, higher levels of state anxiety were accompanied by lower scores of overall performance, communication, proportionality of applied force and quality of skill execution. Conclusion: It is concluded that state anxiety not only impairs performance of single perceptual-motor tasks, but also relevant accompanying skills such as communicating and applying appropriate force. We argue that police training should focus on an integrated set of decision-making and perceptual-motor skills and not just on the performance of isolated motor skills.
The principal aim of this study is to explore the relations between work domains and the work-related learning of workers. The article is intended to provide insight into the learning experiences of Dutch police officers during the course of their daily work. Interviews regarding actual learning events and subsequent changes in knowledge, skills or attitudes were conducted with police officers from different parts of the country and in different stages of their careers. Interpretative analyses grounded in the notion of intentionality and developmental relatedness revealed how and in what kinds of work domains police officers appear to learn. HOMALS analysis showed work-related learning activities to vary with different kinds of work domains. The implications for training and development involve the role of colleagues in different hierarchical positions for learning and they also concern the utility of the conceptualisation of work-related learning presented here.
The After-Action Review (AAR) in Virtual Reality (VR) training for police provides new opportunities to enhance learning. We investigated whether perspectives (bird’s eye & police officer, bird’s eye & suspect, bird’s eye) and line of fire displayed in the AAR impacted the officers’ learning efficacy. A 3 x 2 ANOVA revealed a significant main effect of AAR perspectives. Post hoc pairwise comparisons showed that using a bird’s eye view in combination with the suspect perspective elicits significantly greater learning efficacy compared to using a bird’s eye view alone. Using the line of fire feature did not influence learning efficacy. Our findings show that the use of the suspect perspective during the AAR in VR training can support the learning efficacy of police officers.Practitioner summary: VR systems possess After-Action Review tools that provide objective performance feedback. This study found that reviewing a VR police training scenario from the bird’s eye view in combination with the suspect perspective enhanced police officers’ learning efficacy. Designing and applying the After-Action Review effectively can improve learning efficacy in VR.
