ArticleFrontiers in psychology2021
Police Training in Practice: Organization and Delivery According to European Law Enforcement Agencies.
Article in Frontiers in psychology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers, 1 of them a synthesis that pooled it.
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Who cites it
4 citing papers in PubMed, 1 synthesis or guideline pooled it.
- The critical role of threat detection and movement behavior assessment: Identifying key concepts, research scope, and gaps-a scoping review.Frontiers in psychology · 2025Pooled it
- Physiological Responses to Organizational Stressors Among Police Managers.Applied psychophysiology and biofeedback · 2024Article
- Blended police firearms training improves performance in shoot/don't shoot scenarios: a systematic replication with police cadets.Frontiers in psychology · 2024Article
- Police Ergonomic Parameters as a Method to Evaluate the Training at Cadiz Public Security School on the Use of Police Force of Candidates to Become Local Police Officers in Andalucía.Indian journal of occupational and environmental medicineArticle
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Police training plays a crucial role in the development of police officers. Because the training of police officers combines various educational components and is governed by organizational guidelines, police training is a complex, multifaceted topic. The current study investigates training at six European law enforcement agencies and aims to identify strengths and challenges of current training organization and practice. We interviewed a total of 16 police instructors and seven police coordinators with conceptual training tasks. A thematic analysis (Braun and Clarke, 2006; Terry et al., 2017) was conducted and results organized in the two main themes evident across all six law enforcement agencies: organization of training and delivery of training. Results show that governmental structures and police executive boards are seen as the primary authorities that define the training framework in which police instructors operate. These administrative structures regulate distant and immediate resources, such as available training time, training facilities, equipment, and personnel. Within the confines of available resources and predetermined training frameworks, results indicate that police instructors thoroughly enjoy teaching, creating supportive and motivating learning environments, and applying their personal learning perspectives to training. Nonetheless, police instructors are critical of the level of training they are able to achieve with the available resources.
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Registered trials
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