Train smarter, not harder!
The spacing effect is a well-established phenomenon in psychology that has been supported by multiple studies over the years (Cepeda et al., 2009; Donovan & Radosevich, 1999; Roediger & Karpicke, 2006). Essentially, this effect suggests that learning is enhanced when study sessions are spaced out over time rather than massed together. By spacing out study sessions, individuals allow their brains to:
- Consolidate information more effectively
- Retain skills longer
This effect can be particularly beneficial in police firearms training, as it helps officers in various ways. Research by Hsu et al. (2018) and Shea et al. (2000) suggests that spaced training sessions can enhance officers’ ability to learn and retain the skills needed to use their weapons safely and effectively. It shows that spaced training provides several key benefits:
- Improved skills
- Better knowledge retention
- Reduced risk of errors and accidents
Here are some strategies for using the spacing effect to enhance police firearms training
Spread out training sessions: Research suggests spacing out training sessions can enhance learning and retention (Cepeda et al., 2008). Rather than cramming all necessary training into a single session, spread it out over several sessions. This will give officers time to process and consolidate the information they are learning, which can improve their retention of the material.
Use interleaving: Interleaving involves mixing up different types of training and practice exercises rather than focusing on just one type at a time. For example, rather than spending an entire session practicing one particular shooting technique, officers could alternate between practicing different techniques, engaging in scenario-based training, and reviewing relevant policies and procedures. This can help to enhance learning by forcing officers to apply their skills and knowledge in a more varied and challenging context (Rohrer & Taylor, 2007).
Provide spaced repetition: Spaced repetition involves revisiting material at increasing intervals over time. For example, officers could be given opportunities to practice shooting techniques at various intervals after their initial training session, such as a few days, a week, and then several weeks later. This can help to reinforce learning and improve retention over the long-term (Kang, 2016).
Use distributed practice: Distributed practice involves breaking training sessions into shorter, more frequent sessions rather than one long session. For example, rather than conducting a four-hour training session, officers could instead have four one-hour training sessions spread out over several weeks. This can help to minimize the effects of fatigue and enhance learning by allowing officers to focus on one aspect of training at a time (Dempster, 1989).
Overall, by using the spacing effect to enhance police firearms training, officers can improve their ability to use their weapons safely and effectively while also reducing the risk of accidents and errors on the job. This can ultimately contribute to the safety and well-being of both officers and the communities they serve.
Ready to optimize your training? Contact us today to learn how VirTra can help your agency train smarter, not harder.
Sources:
Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354–380. https://doi.org/10.1037/0033-2909.132.3.354
Donovan, J. J., & Radosevich, D. J. (1999). A meta-analytic review of the distribution of practice effect: Now you see it, now you don’t. Journal of Applied Psychology, 84(5), 795-805. https://doi.org/10.1037/0021-9010.84.5.795
Roediger, H. L., & Karpicke, J. D. (2006). The Power of Testing Memory: Basic Research and Implications for Educational Practice. Perspectives on Psychological Science, 1(3), 181–210. https://doi.org/10.1111/j.1745-6916.2006.00012.x
Hsu, S. H., Wang, J. S., Wu, S. Y., & Chen, S. H. (2018). Spaced learning enhances retention and transfer of firearm safety training in college students. Journal of Educational Psychology, 110(3), 324-338. https://doi.org/10.1037/edu0000217
