The article is devoted to the analysis of the peculiarities of organizing and conducting trainings in the system of professional training of personnel of the Federal Police of Germany (BPOL). The main focus is on the organization of training on the use of weapons, coercive means, situational training. It has been found out that during the exercises of firing proficiency not only the skills of marksmanship are worked out, but also various complex situational trainings are carried out, which reflect the situations of daily activities of the police and require them to take appropriate action (the correct contention resolution in terms of tactics of action and the lawfulness and decision making on the use or non-use of weapons). As a result of the use of general scientific methods for the analysis, synthesis and generalization of information of directive / documents, orders, scientific and didactic sources as well as studying and generalizing the pedagogical experience of organizing trainings for BPOL personnel, it was found that in the development of situational trainings and training on the use of weapons, coercive means and own security, the trainers of BPOL were guided by both traditional “linear” and “nonlinear” pedagogical principles for organization of training exercises. On the basis of the generalization of the research results, it has been established that the situations that are developed for such trainings are constantly updated and correspond to the realities of time. At the heart of all scenarios, there are nine standard police cases: police communication, personal identification, detention, search of persons, transportation of detainees, vehicle control, first medical aid, collection of materials for identification and its entry into the database, search of premises and belongings. While assessing the actions of a policeman in solving a situation, the trainers take into account: communication skills (both with the partner and with the “opponent”), tactics of action, compliance with the requirements of self-defence, the correct use of coercive means, the lawfulness of all measures taken, the provision of first medical care, achievement of a goal (solution of a situation).
7. Körner, S., & Staller, M. (2017). Pädagogik und Polizei!?: Forschung zur Professionalisierung polizeilichen Einsatztrainings.
8. Körner, S., & Staller, M.(2018). System oder Pädagogik?: Auf dem Weg zu einer nichtlinearen Pädagogik der Selbstverteidigung im polizeilichen und zivilen Kontext. Polizei & Wissenschaft, 1, 13-25.
9. Masterstudiengang: Öffentliche Verwaltung. Polizeimanagement (Publik Administration - Police Management). Modulhandbuch. (2014). Münster: Deutsche Hochschule der Polizei.
10. Moroz, L. (2005). Teoretychni zasady ta orhanizaciia psykholohichnoho treninhu v orhanakh vnutrishnikh sprav. Kyiv.
11. Moy, B., Renshaw, I. & Davids, K. (2015). The impact of nonlinear pedagogy on physical education teacher education students’ intrinsic motivation. Physical Education and Sport Pedagogy, 21 (5), 517-538.
12. Nieuwenhuys, A., Savelsbergh, G. J. P., & Oudejans, R. R. D. (2011). Shoot or don’t shoot? Why police officers are more inclined to shoot when they are anxious. Emotion. Retrieved from http://doi.org/10.1037/a0025699.
13. Oudejans, R. R. D. (2008). Reality-based practice under pressure improves handgun shooting performance of police officers. Ergonomics, 51 (3), 261-273.
14. Polizeidienstvorschrift 211. (n.a.). Retrieved from http://www.ndsvoris.de/jportal/?quelle=jlink&psml=bsvorisprod.psml&feed=bsvoris-vv&docid=VVNDVVND000035072
15. Renden, P. G., Savelsbergh, G. J. P., & Oudejans, R. R. D. (2016). Effects of reflex-based self-defence training on police performance in simulated high-pressure arrest situations. Retrieved from http://doi.org/10.1080/00140139.2016.1205222.
16. Staller, M. (2015). Entscheiden und Handeln: Didaktische Überlegungen im polizeilichen Einsatztraining anhand eines Reglermodells für motorische und kognitive Anforderungen. Polizei & Wissenschaft, 2, 24-36.
17. Staller, M. S., & Zaiser, B. (2015). Developing problem solvers: new perspectives on pedagogical practices in police use of force training. The Journal of Law Enforcement, 4 (3), 1-15.
18. Staller, M., Zaiser, B., & Körner S. (2017). Unverletzt besser werden: Repräsentative Simulationen im Polizeilichen Einsatztraining. Polizei Wissenschaft, 3, 13-27.