Patrol Firearms
This lesson plan/PowerPoint is intended for use at the Idaho P.O.S.T. Academy and/or other facilities approved to instruct this curriculum. This curriculum is to be taught in its entirety. P.O.S.T. has no control over its curriculum or how it is used by others, and therefore disclaims responsibility for its use outside of P.O.S.T. or other approved facilities. By accepting this copy of P.O.S.T.'s curriculum, requestor agrees that if he/she or his/her agents use it for any training purposes whatsoever, they assume all liability that may arise from that training and their trainees’ subsequent use of this information in their personal or professional capacities.
This presentation is written for the express purpose of P.O.S.T. use, for the initial training of Idaho Peace Officers. Copies and or parts of this presentation may not be copied, modified, or used for any other reason without written permission from P.O.S.T. At no time will this presentation or its parts be used for any personal or commercial gain without written permission from P.O.S.T. © 2018 Idaho POST Academy.
Firearms Lesson Plan March 2019 Page 1 of 69
Course: Basic Patrol Firearms
Topic:
Instructor: Lesson Plan Originated by: Doug Tangen, POST Training Specialist Training Date Prepared: 04/18/2008 Program Revision Date: 11/2008 Details Revision Date: 10/06/10
Major Revision Date: 08/2018 Matt Bloodgood, POST Region IV Training Coordinator, POST Statewide Firearms Coordinator. Rewritten to address the changes in the course objectives.
Revision Date 3/2019 Matt Bloodgood Instructional 12 Hours Time
Goal The goal of this block of instruction is to teach students the proper use of firearms.
Performance At the end of this block of instruction the student will be able to:
Objectives COGNITIVE OBJECTIVES:
1. Identify the important principles of firearms training Draw Marksmanship Combat Human Body Ammunition Safety Rules (lead exposures) Case law (Popow v. City of Margate, Oklahoma City v. Tuttle, Tennessee v. Garner, Graham v. Connor, Robinson v. Solando County) Warnings Warning Shots Low profile positions Multiple targets Scanning
2. Identify appropriate Personal Protective Equipment (PPE) for the range Eye protection
Firearms Lesson Plan March 2019 Page 2 of 69
Ear protection Body armor Appropriate range clothing (weather/environment) Pants Closed toe boots/shoes
3. Identify critical aspects of firearms maintenance Weapons clearing Inspection Functionality Reload Safe storage
4. Identify tactical considerations for low light firearms deployment Ambient light Flashlight Backlight (Silhouette) Reflection Splash and move
5. Identify difference between cover and concealment Cover (define) Concealment (define)
6. Identify legal justification for use of deadly force Imminent danger to self or others Idaho State Code
7. Identify various positions of carry Low ready Point Safety Circle
8. Identify render safe procedure for primary handgun Semi-automatic Revolver
9. Identify general render safe procedures for handgun and long gun Semi-automatic Revolver Rifle Shotgun
10. Identify three (3) types of firearms malfunctions Type 1
Firearms Lesson Plan March 2019 Page 3 of 69
Type 2 Type 3
11. Identify techniques for loading a firearms Speed loading Tactical loading Administrative loading
12. Identify importance of movement and shooting while moving Moving to cover Moving to aggression Self-extraction OODA Loop
13. Identify reasons for one hand shooting Injury Dragging/carrying/holding object Close quarter shooting
DEMONSTRATATIVE OBJECTIVES:
1. Demonstrate the principals of safe and proper firearms operation
2. Demonstrate appropriate low light shooting techniques
3. Demonstrate the proper use of cover and concealment
4. Demonstrate detaining a person at low ready
5. Demonstrate proper render safe procedures for primary handgun
6. Demonstrate general render safe procedures for handgun/long gun
7. Demonstrate proper malfunction clearance procedure for handgun Type 1 Type 2 Type 3
8. Demonstrate ability to reload a firearm under combat conditions Tactical loading Speed loading
9. Demonstrate the ability to use proper and safe gun handling skills while moving and engaging a target on the range Safety shoot while moving
Firearms Lesson Plan March 2019 Page 4 of 69
10. Demonstrate ability to draw, holster, and apply a tourniquet with strong hand
11. Demonstrate ability to draw, holster, and apply a tourniquet with support hand
12. Demonstrate proper gun handling techniques after strenuous physical activity (running, pursuit, fighting, defending, etc.)
Firearms Lesson Plan March 2019 Page 5 of 69
References Americans for Effective Law Enforcement (AELE) Monthly Journal 101 (April 2016) Federal Civil Rights Liability for Accidental Shootings by Officers: Stamps v. City of Framingham
Anchorage Police Department Firearms Training Manual, 2012
California Commission on Peace Officer Standards and Training (2005, Revised April 2016). Use of Force, Basic Course Workbook Series Student Materials Learning Domain 20, version 3.4
Enoka, R. M., (2003). Involuntary muscle contractions and the unintentional discharge of a firearm. Law Enforcement Executive Forum, Use of Force May 2003 3(2), 27-39
Federal Law Enforcement Training Centers (FLETC) Legal Division, Use of Force (Legal Aspects), October 2015
FLETC Enforcement Operations Division, Homeland Security, Use of Force, December 2017
Hall, J. J., (June 8, 2009). The fallacy of “indexing,” PoliceOne, https://www.policeone.com/police-products/firearms/training/articles/1840397- The-fallacy-of-indexing/ also published in International Association of Law Enforcement Firearms Instructors Issue 34 (IALEFI is not defunct)
Idaho POST – Basic Handgun Instructor Manual (2016)
Idaho POST- Use of Force (2018)
Idaho POST- Human Performance (2018)
Idaho POST Firearms Master Instructor Cadre
O’Neill, J., O’Neill, D, A., & Lewinski, W. J. (2017). Toward a taxonomy of the unintentional discharge of firearms in law enforcement. Applied Ergonomics, 59, 283-292.
Equipment Classroom, Power Point Projector, resource article ‘The Fallacy of “Indexing” by Jeffrey J. Hall. Blue training guns/duty holsters for students
Firearms Lesson Plan March 2019 Page 6 of 69
Instruction
Introduction- Firearms PowerPoint Presentation INTRODUCTION
PPT Slide 2 The instructor should introduce himself/herself to the class
including their law enforcement and/or firearm experience.
The instructor should introduce students to the purpose of the class and the overview of the firearms training.
Students should be reminded that the police have been entrusted by the people of our society with power over life and death. This is a great honor, an awesome responsibility, and an excruciatingly difficult task. But remember, what we do is extremely important…..and we serve a great cause.
PPT Slide 3 The course will highlight the following: Deadly force review, basic handgun operation, safety, gun handling, marksmanship, combat, and care and cleaning.
OBJECTIVES Objectives PPT Slide 4-22 The instructor will review the course objectives. Inform the students that although we are going to touch on the objectives, and related bullet point items, we will cover each item in more detail and the training progresses. Remind them the test questions will come from the objectives.
Today as we discuss police use of their firearms, please understand that this is serious business. No other profession in our society entrusts its people with the authority you will be given. You have the authority to take freedom and use deadly force, which may result in the loss of someone’s life.
To be given that public trust, officers should embody the finest attributes of humanity which include honesty, integrity, courage, compassion, intelligence and an abiding sense of fairness.
DEADLY FORCE REVIEW
PPT Slide 23 Remind the students of their training in use of force earlier in the academy. Although we are going to recap the high points of the use of force training, particularly deadly force, they need to refer to their use of force training materials for more specific information. Their use of force must be objectively reasonable, based on the totality of the circumstances.
There will be at least one gun at every incident they go to. Their gun. In addition, deadly force is not restricted to just firearms. As you learned in your use of force training, once the need for deadly force has been reasonably determined, you can Firearms Lesson Plan March 2019 Page 7 of 69
use pretty much anything as a weapon. You must also have a survival mentality. You must win.
PPT Slide 24 As explained in your use of force training, the determinative issue in deadly force cases is this-
1. Was the suspect an immediate threat of death or serious injury to you, or someone else? 2. Was the suspect an imminent threat of death or serious physical injury to others, if not immediately stopped?
This force carries with it the substantial risk of death or serious injury to the suspect when applied. Make sure to periodically review your use of force materials as you go through the academy.
PPT Slide 25 Remember, there are a number of factors that weigh into whether any use of force Objective 6 is determined to be reasonable. In your use of force training, you were taught that the heart of the relationship between Graham v Connor and Tennessee v Garner is the objective reasonableness standard. Within in that, the factors that determine if a use of force is reasonable are:
1. Nature of the intrusion- What did the officer do? 2. Governmental interest- Why did the officer take the action he did? 3. Apply the facts to the Graham Factors 4. Graham establishes the test 5. No rigid pre-conditions (facts) that must exist 6. The courts must wade through the facts in each case
PPT Slide 26 Using deadly force at the wrong time is disastrous. Failing to use deadly force at the right time is equally disastrous
INSTRUCTOR NOTE INSTRUCTOR NOTE: Ask the class what tools and techniques can cause deadly force and discuss when each can be used. Start with the hands and some ways that our body weapons can be used as deadly force when the right targets, (head, neck, throat…) are contacted. Move from empty hand techniques to baton, duty knife and environmental weapons. Let the class come up with the tool and how each can be used in a deadly force encounter. Remind the class that the use of the tool is not to cause death but to use the highest level of force in any deadly force encounter. This is not a lesson in force options or integrated fighting techniques but an open discussion on use of force options as they relate to deadly force, where this class will take us. This is intended to stimulate a discussion about deadly force by police officers and that their primary means of deadly force is the handgun they carry.
Firearms Lesson Plan March 2019 Page 8 of 69
PPT Slide 27 Deadly force procedures Objective 6 A. Students need to be informed that police officers do not “shoot to kill”. Our goal is always to stop the action of the suspect as quickly as possible. However, it’s important to understand that when deadly force is used, sometimes death is the end result.
B. Warning shots are not permitted.
C. Television and movies have confused the public into thinking that shooting to disarm a suspect is an option for police. The reality of the matter is that shooting to disarm is usually impossible and always gambles with innocent lives.
D. Likewise shooting to wound a suspect (shooting an arm or leg) is a common fictional ploy. Remember that a wounded suspect can still pull a trigger. Officers should shoot toward center of available mass of the suspect until the aggression has stopped. Although this shot placement may be life threatening to the suspect, it is not delivered with the intent to kill.
PLAY VIDEO INSTRUCTOR NOTE: Play the Hollywood versus Reality video. This shows a number of myths in deadly force and the reality.
PPT Slide 28 E. Shooting to stop the subject’s action much like any other use of force. Objective 6 F. Humans can be fatally wounded but continue to fight. As a result, officers should continue to use the force necessary until all hostile action has stopped or until at least one the three elements of deadly force is removed.
G. Unfortunately this can be misunderstood by the public and can be misconstrued as excessive force. For example, “Why was he shot seven times when he had already been shot through the heart?”
G. Tactical control is a catch all phrase. By it we mean such things as using cover effectively, bringing in sufficient back-up, using verbal commands, scanning for other threats, etc. Think- SHOOT, MOVE, COMMUNICATE, ASSESS
PPT Slide 29 H. The underlying principle here is that an officer involved in a deadly Objective 6 force encounter needs to slow the situation down and not rush up to a downed suspect. A downed suspect is still a dangerous suspect if he is still armed. Again this has been misconstrued by the public since it is never seen on fictional television or in the movies. However, officers must remember that apparently dead or unconscious suspects have been
Firearms Lesson Plan March 2019 Page 9 of 69
known to revive and carry on the fight. Handcuffing the downed suspect reduces this threat.
I. A good rule of thumb is that, “if you find one weapon, you will find a second.” Do not neglect a thorough search even though you believe the suspect is totally immobilized. However, this is not a detailed search for all evidence. It’s a search for weapons. The suspect’s medical condition supersedes looking for items other than weapons.
J. First aid is important, but only after all resistance has stopped.
PPT Slide 30 Idaho Code 18-4011: Justifiable Homicide by an Officer Objective 6 A. Students need to make sure that they thoroughly know and understand Idaho Code 18-4011. By this the State empowers police officers to use deadly force. This is an incredible responsibility which should not be taken lightly.
B. This code is directed only to all law enforcement officers and to those deputized by them.
Case Law
PPT Slide 31 Graham v. Connor Objective 1, 6 Refer students back to their Use of Force training on this case, and Tennessee v Garner. The instructor should explain the Graham v. Connor case to students and discuss with them what came out of it in reference to use of force claims.
Recap the issues of “objectively reasonable” and “totality of circumstances” as it relates to the use of deadly force.
Tennessee v Garner
Refer students back to their Use of Force training. Remind them they cannot use deadly force on any fleeing felon. There have to be critical factors in place.
1. The suspect poses a threat of death or serious physical injury to the officer, or others. 2. The force may be used to prevent an escape and the officer has probable cause to believe the suspect poses a threat of death or serious physical injury to others if he is not stopped. 3. If feasible, issue a warning before using deadly force.
Firearms Lesson Plan March 2019 Page 10 of 69
PPT Slide 32 Firearms Related Case Law Objective 1 Tuttle v. Oklahoma
1. In order for firearms training to be valid, it must incorporate the following items: Stress Decision Making Attitude Knowledge Skill Shoot-Don’t shoot Moving targets
Low light/adverse lighting shooting
In-service training
Shotgun (if issued)
PPT Slide 33 Popow v City of Margate Objective 1 1. Reaffirmed low light and moving target training 2. Added training about firing in residential areas 3. Training should also include the following: State and City laws Policies on shooting and its application Firearms training must be given on a continual basis Judgement or decisional training in deadly force
PPT Slide 34 Zuchel v City and County of Denver Objective 1, 6 1. In this case, the Denver District Attorney warned the City of Denver that its firearms and deadly force training were inadequate. After a shooting, the city was sued and the courts found the city liable for deliberate indifference to training. Specifically, they found the following: Watching a movie and attending a lecture on deadly force was inadequate Qualifications are insufficient for the purposes of deadly force training Idaho POST does not consider qualifications training What happens if you agency does not provide follow up training?
INSTRUCTOR NOTE INSTRUCTOR NOTE- Enter into discussion with students about their liability should their agency not provide additional in-service training beyond the academy level. They have a duty to speak up. If their agency does not provide it, then they need to obtain that training on their own.
The reality is also that agencies are not going to be able to provide all the
Firearms Lesson Plan March 2019 Page 11 of 69
training the students will need. They may have to seek out additional training on their own.
A professional does this anyway. PPT Slide 35 Objective 1 Practical aspects of deadly force
A. To effectively stop a suspect’s actions, we must cause traumatic injury to tissue and affect the suspect’s ability to continue. However, the body has several natural armors (skull, sternum, ribs, and pelvis) that has to be overcome as well as striking vital organs to effect the stoppage of action.
A. Head shots are the most traumatic to the body and have the greatest likelihood to immediately stop action in progress. This is the location of the primary nervous system of the body. However, the head is a small, moving target that is hard to hit.
PPT Slide 36 B. Center mass (chest) shots are also very traumatic and since they are Objective 1 easier than the head to hit, they have the best chances of stopping a suspect quickly. There are several major organs which will be impacted. Ideally we want to rapidly drop the suspect’s blood pressure in order to facilitate incapacitation and stop their actions.
C. Pelvic girdle shots or hip/pocket shots are likely to take a suspect off of his/her feet but will not necessarily stop him/her from continuing the fight.
PPT Slide 37 D. Whatever target is chosen (or available), the officer will aim center Objective 1 mass of the available target, until the suspect presents a better target area of the body that would be more effective.
E. Remember, we shoot to stop the action in progress, not to kill. Be mindful that the suspect may die as a result.
PPT Slide 38 Transition Slide FIREARMS SAFETY
INTRODUCTION
PPT Slide 39 A. Introduce the block of safety by pointing out that one of the most important aspects of firearms is safety.
PLAY VIDEO Show video clip of the accidental shooting in which an instructor giving a presentation shoots himself in the foot. Instructor should comment on complacency and that it can happen to anybody.
Firearms Lesson Plan March 2019 Page 12 of 69
PPT Slide 40 B. Our goal in this class is to discuss firearm safety in three arenas: At home, on duty and at the range.
PPT Slides 41 Home Safety
A. Start by asking the students how many have guns at home. Follow this by how many keep a loaded gun someplace while at home.
B. Discuss firearms at home with kids present. The general rule is to keep them out of reach and out of sight. In addition, store all magazines and ammunition separate from the gun itself.
C. Guns should also be locked up for home safety. Options could include safes, lock boxes, trigger locks, padlocks, or any of several gun locks available on the market today. We all have handcuffs…so locking it up is not difficult. Cuffing through trigger guard behind trigger is one example.
D. Open up for class input on what they are using now. List class generated ideas on the board.
E. Open up discussion about education, storage, children and their friends, the responsibility of being a gun owner and a law enforcement officer as they relate to home and community safety. Remind them that as a police officer you are held to a higher standard.
F. The question of needing a loaded gun in a hurry always comes up. The reality of this happening is that it seldom does.
G. We must also consider how alert we are when suddenly awakened and how capable of critical thinking we are middle of the night.
H. Class discussion on the many options of storing guns at home and the considerations in maintaining safety if a loaded gun is kept in the house.
Firearms Safety On Duty
Where the gun should be leads a discussion of always have control over your firearms.
PPT Slide 42 A. STORED – Secured in a safe or manner discussed above or in the duty holster.
Firearms Lesson Plan March 2019 Page 13 of 69
B. LOW READY OR SAFETY CIRCLE – When challenging or otherwise engaged in a situation requiring the gun to be out of the holster. Finger is indexed and officer is either in tactical movement or a fighting stance with all senses engaged.
C. POINTED IN – When the target has been identified and the decision to PPT Slide 43 fire has been made. Finger is on the trigger preparing for full engagement.
D. CONTINUITY OF FIRE – This refers to all other manipulation positions of malfunction clearances or reloading the gun.
Firearms Lesson Plan March 2019 Page 14 of 69
1) Where the gun should never be talks about improper conditions of carry and “storage”.
A. UNSECURED – Leaving the gun any place that is out of your control PPT Slides 44 or unsecured for any period of time.
B. DANGLING – If the gun is not in use in one of the approved methods
of carry – it should be holstered.
PPT Slide 45 C. BRANDISHING – We never point at anything we have not made the
decision to shoot
D. HOLLYWOOD READY – A condition of carry made popular by Hollywood to showcase the gun and actor at the same time. Not safe or tactically sound. It is also a current position used by some military tactical teams. As a reminder, what the military does, does not always means it works in law enforcement. This is not an acceptable carry position for law enforcement.
Firearms Lesson Plan March 2019 Page 15 of 69
Four Universal Firearms Safety Rules PPT Slide 46 Objective 1 1) Treat all guns as if they are loaded.
a) People think that bullets just seem to jump into the gun. That is why so many people are injured by supposedly “unloaded” guns.
b) Treat “inert” training weapons as if they are real guns. Pre-load your proper weapons handling, even with training weapons, so you don’t make a mistake later with a real gun.
c) Every time you pick up a gun that was out of your control you check the condition of it.
d) Demonstrate the proper way to confirm that a gun is clear. (Remove magazine, rack slide several times, lock slide to rear, visual and physical check of chamber. Also demonstrate clearing a revolver, both single and double action by going to the bullet source, the cylinder, opening it and removing all cartridges.
e) Demonstrate a press check. To be taught and discussed later in the weapon handling block of instruction.
f) Refer to the video shown at the beginning of class. Did the instructor violate this rule? It is evident that he did not treat the gun as if it were loaded.
2) Never point a gun at anything that you aren’t prepared, (willing), to shoot.
a) Discuss that whatever the muzzle crosses is in jeopardy of being destroyed, including one’s own body parts. Refer to introductory clip on Firearms Lesson Plan March 2019 Page 16 of 69
the firearms instructor who shot himself in the foot. This is also known as “Muzzle Awareness.”
b) Discuss common mistakes of muzzling the support hand or other body parts when drawing and holstering and how the proper 6 step weapon presentation eliminates them.
c) Emphasize that muzzle awareness can never be neglected.
d) Emphasize that #2 is most important rule.
PPT Slide 47 3) The third rule is- Keep your finger off the trigger until your sights are on Objective 1 the target AND you have made the decision to shoot. Translates to: On target- on trigger since the only time we will point our gun at someone is when we have made the decision to shoot.
a) Discuss proper muzzle direction when holding a suspect at “gunpoint”. This would be the guard or low ready position. All commands or challenges are issued from this position. This is a change for some of us and the way we were trained. The reason for this change should be made clear in the following slides and discussion.
b) We will now discuss elements of the Enoka study.
PPT Slide 48 Unintentional (really it’s NEGLIGENT) Discharges. We will call them Objective 1 Negligent Discharges. Not an “accident.” As such, they may be liable if someone is harmed, or property is damaged.
PLAY VIDEO Play the video of an off duty officer taking his gun out, in an elevator, and trying to put it back, shooting himself in the leg. Discuss the inappropriate nature of what he was doing, the liability involved, and the subsequent actions taken by the officer (not securing the weapon, etc.).
Several years ago, Dr. Roger Enoka, from the University of Arizona, concluded from studies that there were three circumstances which would cause a person to discharge a firearm if his finger were on the trigger, despite the best efforts of the person not to press the trigger. These events cause a person to flex their muscles as their body moves toward the fetal position, the critical portion being the clinching of the hands.
Emphasize that the study is based on the finger being on the trigger which we will address later when we talk about trigger search.
PPT Slide 49 c) Postural Instability - If a person loses their balance, slips or falls, the Objective 1 instinctive reaction is for the hands to grasp and close as the person attempts to regain balance.
Firearms Lesson Plan March 2019 Page 17 of 69
PLAY VIDEO Click on photo for video clip that emphasizes the effects of postural instability. In this case, an individual holding a gun trips. Postural instability resulted in the negligent firing of two rounds.
PPT Slide 50 d) Overflow Effect (Sympathetic or mirror response) - As a person grasps Objective 1 something in one hand and squeezes (with up to 100 pounds of force), the opposite hand will also close and squeeze with as much as 20% of the force of the grasping hand (20 pounds - in burst strength).
The overflow effect can best be demonstrated by grabbing someone with one hand to control them while the other hand has a gun in it. This is also referred to as the sympathetic or mirror nervous responses.
PPT Slide 51 e) Startle Response - If a person is startled by a sudden and unexpected Objective 1 action (noise, movement, etc.), the muscles contract briefly. Again, the critical concern is the clinching of the hands
PLAY VIDEO Play the video of the Las Vegas officer who negligently fires her handgun. Notice there is lots of noise.
Use an example of a building search or similar situation where you might have your gun in your hand and get startled. What can happen if the muzzle is pointed in rather than at the guard or safety circle?
f) The Enoka study influences our training and explains why we only point the gun at a person when we have made the decision to shoot. Again we must consider that Dr. Enoka’s study assumed that the finger was on the trigger.
g) Talk about the shift in training as a result of this study and subsequent studies on Trigger Search. The training shift of challenging and issuing commands from the guard should affect many areas of training from firearms to arrest techniques, felony or high risk stops, and building searches to name a few.
PPT Slide 52 h) Liability. Objective 1 i) The trigger search discussion should lead to the conclusion that supports the on target/on trigger philosophy which emphasizes that we ALWAYS challenge from the low ready position, never while pointed at the suspect and that through these studies we have to change the way we train and do business.
j) Demonstrate and discuss the importance of proper finger alignment outside of the trigger guard.
Firearms Lesson Plan March 2019 Page 18 of 69
k) Explain that the finger is not kept on the trigger in light of the Enoka study and how this has led to the “on target-on trigger” or challenging only from the low guard position.
l) At POST the acceptable challenge position is from the low ready. The standard challenge command is “Police. Don’t move!” We use the title of police as a universally understood title for all law enforcement officers. The “don’t move” command is given as we want the suspect to stop all motion and then we can go in to detailed commands/instructions based on the circumstances.
INSTRUCTOR NOTE INSTRUCTORS: Yelling “Show me your hands” is not an effective challenge. It does not express your legal authority for them to stop their actions. Additionally, if you order someone to “Show me your hands” by that you must give them time to comply. If they are intent on harming you, you just gave them that advantage. Telling them “Police. Don’t move!” is a more effective command. If they move, they have disobeyed a lawful order and it is also an articulable fact that they did not comply with your directions. Discuss the importance of ordering the suspect(s) into a position of disadvantage. Then, and only then, once they are in an optimal position, do you give them a command to remove their hands from their pockets, or put their hands on their heads, etc.
m) The only time we point in is when we have made the decision to shoot.
n) This should affect the way we train in all aspects from building search, high risk stops and scenarios in general.
o) If you do unintentionally shoot someone who is not an immediate threat, you can be held liable for that action. In you handout on Federal Civil Liability, you read about Stamps v Framingham. In that case “…the officer engaged in actions that created the circumstances that led to the accidental discharge of his or her weapon, there still may be liability for violation of federal civil rights.”
PPT Slide 53 4) Rules of Firearms Safety #4– Be sure of your target and its surroundings. Objective 1 a) This is not just knowing what the target backstop is, but also know what is in front of your target.
b) Point out some fallacies of movie depictions of police shootings in populated areas.
c) You are responsible for every bullet you shoot.
d) You may need to change your position to allow a shot that does not jeopardize innocent bystanders.
Firearms Lesson Plan March 2019 Page 19 of 69
e) Explain that misses on a qualification target and shots outside of the silhouette represent real hazard to real people in the real world? Therefore it should at least be our personal goal to have no misses off the silhouette.
UNLOADING A FIREARM
PPT slide 54 There are numerous styles of weapons which you will encounter in your career. Objective 9 Although we won’t have time to show you how to unload all types of weapons, we will show you how to unload most common weapons used in law enforcement. These weapons are the semi-automatic pistol, double action revolvers, AR-15 style rifles, bolt action rifles, pump action shotguns, and semi-automatic shotguns.
If you encounter an unfamiliar weapon and are unsure how to unload it. Contact someone who has the knowledge, call the manufacturer, or locate the manufacturer’s website and search for their operations manual.
PPT Slides 55 Since semi-automatic handguns are universally used by law enforcement, you will Objective 9 receive extensive training on loading and unloading a semi-automatic. We will not spend time on that here. We are going to concentrate on weapons you will not be using during the academy.
1) Double Action Revolver
PLAY VIDEO Play video demonstration how to unload a revolver.
PPT Slide 56 2) AR-15 style rifle Objective 9 3) Bolt action rifle
PLAY VIDEO Play video demonstrations how to unload an AR-15 rifle and a bolt action rifle.
4) Pump action shotgun 5) Semi-automatic shotgun
PPT Slide 57 Play video demonstrations how to unload a pump action and semi-automatic Objective 9 shotgun. PLAY VIDEO INSTRUCTOR INSTRUCTOR DEMONSTRATION- Using unloaded weapons and dummy DEMONSTRATION rounds, demonstrate how to unload the weapons listed above. Once you’ve demonstrated how to unload the weapons, have the students practice unloading each of the weapons.
PPT slide 58 Engage in a discussion with students related to horseplay and guns/ alcohol. The Objective 1 discussion should include showing up on the range after a “hard night out”…. This will not be allowed at any POST sanctioned school. If you smell of it – you don’t stay on the range. Also discuss understanding how some prescription
Firearms Lesson Plan March 2019 Page 20 of 69
medications may affect the student’s performance and judgement. They must be mindful that just because the drug use is “legal” does not mean it’s wise to be on a range, handling weapons.
Range safety and range commands
PPT Slide 59 Range Safety Equipment Objective 1, 2 Eye and ear protection will be worn during live fire exercises Ballistic vests will be worn during all range training Discuss the consequences of not wearing protective devices o We are dealing with live fire. Why wouldn’t we wear vests? o If there is a negligent discharge our vest may save us. o POST requires vests to be worn by instructors and students. Exception at this time for IDOC as they are not issued vests. o We wear vest every day. We should train in what we wear. o We should get used to moving and shooting with our vests on. o We should do all we can to ensure safety while training. o Vests stop bullets and fragments of same. Both of which are present on the range. o Think about your home range. If it isn’t required – do it anyway. o In all training wear the gear you will fight in. It is safer and more realistic. (Defensive tactics, baton, Taser, building search, firearms, etc.) o Remember to always practice safe tactics.
Wear a brimmed hat or baseball cap
The cap helps keep hot brass from your neighbor out of your eyes, face
and down your shirt.
o Talk about the “hot brass dance.”
o If brass does go down your shirt, MAINTAIN MUZZLE
AWARENESS.
o Pick it out or let it cool and get it out later.
The equipment belt is not a hanging device – relate different things you have
observed officers hanging on their gun or their belt. Coats, ears, gloves tucked
between gun and belt, etc…
Problems that can develop from this. We fight like we train.
Wear appropriate range clothing for the weather and conditions. This includes PPT Slide 60 wearing pants, not shorts, and closed toe shoes, or boots. Collared shirts may trap Objective 1, 2 a bullet casing between the collar and skin. A collarless shirt may be more
appropriate. Be mindful of this problem during winter conditions when students
are wearing coats.
Firearms Lesson Plan March 2019 Page 21 of 69
Lead ingestion
PPT Slide 61 Discus each point on the lead ingestion slide. Relate this to not only ingestion by Objective 1 the shooter but exposing family members to the same through lead on clothes and footwear.
Prevention: • Don’t shoot on indoor range, or wear mask. • During brass call do not put fired brass into your hat. • Before eating on the range, wash thoroughly with soap and water. Especially facial hair. PPT Slide 62 • Consider range attire that can be taken off when you leave the range. Don’t wear it into your house. • Shower when you get home. • WOMEN – If you are pregnant, don’t be around firing guns. . Discuss that there is medical evidence that lead ingestion can be harmful to the fetus at any stage of development. What does this mean to female officers who are pregnant? Conclusion: don’t be around firing guns.
Range safety and commands while on the POST range
PPT Slide 63 a) Explain cold range and hot range. Objective 1 i. “Cold” – unload after every firing sequence. It may also mean that there is no live fire planned, once the “Range is cold” command is given.
ii. “Hot” – keep gun charged unless otherwise instructed.
b) At POST we start with a cold range and go to a hot range.
c) Keep your gun in the holster unless instructed otherwise or with permission.
PPT Slide 64 1) Clear your own malfunctions Objective 10 a) You are responsible for clearing your own malfunctions. There will be INSTRUCTOR no instructor with you in the field. Clear it and get back in the fight. DEMONSTRATION There will be more on this later. Demonstrate confirming a weapon b) Even though you will clear your own malfunctions, don’t hesitate to is clear call an instructor when in doubt.
c) Keep your eyes open, be tactically aware, and be conscious of safety all around you. If an instructor is needed, guns will be pointed down
Firearms Lesson Plan March 2019 Page 22 of 69
range and a hand will be raised.
RANGE COMMANDS
PPT Slide 65 Do not anticipate range commands. This is to ensure you are paying attention Objective 1 to the Range Master, or other instructors, and avoid unsafe situations.
DO NOT pick anything up from the ground unless directed to do so.
Anyone may call a CEASE FIRE at any time.
CEASE FIRE – CEASE FIRING! IMMEDIATELY! Stop whatever you are doing. GO TO GUARD and assess, then holster your pistol. This command can be given by anyone – any time an unsafe condition occurs and continuing to fire would be hazardous. The range will remain “cold” until the problem is resolved. ONLY the Range Master can authorize the range to go “Hot” again.
PPT Slide 66 SHOOTERS MAKE READY – PROTECT YOUR EYES AND EARS, AND Objective 1 LOAD YOUR PISTOL. Check to see that all magazines are loaded and in their appropriate pouches. In short, prepare for a firing drill.
PPT Slide 67 UNLOAD AND PREPARE FOR DRY PRACTICE – CLEAR THE Objective 1 CHAMBER of a live round and remove the magazine and store it. This prepares the pistol for dry practice and mitigates the chances the student will chamber a live round when resetting the action.
PPT Slide 68 MAKE THE LINE SAFE- This is a command to have the students holster their Objective 1 weapons. Prior to holstering their weapons, they should perform a safety scan, tac load (as needed) and then holster.
IS THE LINE SAFE?- This is to ensure that all weapons are holstered before anyone recovering equipment, or going down range. Students should not be talking to one another at this time. They should be listening for follow up range commands.
PPT Slide 69 THE LINE IS SAFE. YOU MAY NOW PICK UP ANYTHING YOU NEED Objective 1 TO- This command informs students they may now recover items from the ground. Make sure they do so in a tactical manner. Inform the students to step near the item, crouch down, do not bend over, recover the item and secure them.
INSTRUCTOR INSTRUCTOR DEMONSTRATION- Properly demonstrate how to DEMONSTRATION tactically recover gear from the ground. Step near the item, crouch down by bending at the knees and maintaining and upright posture. Keep your eyes downrange toward the threat area. Recover the item and return to standing. Secure the item.
Firearms Lesson Plan March 2019 Page 23 of 69
PPT Slide 70 DOWN RANGE- This command is given after the line has been made safe. Prior Objective 1 to anyone walking in front of the line, the command DOWN RANGE is given. Students and other instructors will echo this command so they also understand that someone is down range.
PPT Slide 71 DRAW to LOW READY (or Safety Circle as directed) – Properly present the Objective 1 pistol from the holster, maintaining a proper stance and grip, trigger finger straight along the frame/slide, isometric tension in the hands and arms. THIS IS A FIGHTING POSITION. Do not relax into a “two-handed dangle”. The MUZZLE IS DEPRESSED (low enough to see your suspect’s hands) and your VISION IS DOWNRANGE in the tactical area.
PPT Slide 72 FIRE – (Fire, Go, Up, Shoot, Now, a moving target, etc.) This is a command to Objective 1 Fire or otherwise begin the drill. This command will normally follow a preparatory command, but may come at any time while on the firing line. Ammo management is your responsibility.
PPT Slide 73 STANDBY – A preparatory command usually given immediately before a fire Objective 1 command. This is to let the shooters know that a fire command will follow and allow the Range Master to confirm that everyone is ready for the drill.
STAND EASY – Given to let the shooters know that there will be a short delay before the fire command, usually to permit other shooters to complete preparations for the drill. Shooters should remain at or go to Guard. This is not permission to relax from Guard.
PPT Slide 74 CLEAR FOR THE BREAK – The last command given at the conclusion of a Objective 1 range session (i.e.: before lunch and at the end of the day). This means to PUT YOUR PISTOL IN THE CONDITION YOU WANT IT TO BE IN WHEN YOU LEAVE THE RANGE. That may be fully loaded to return to duty or leave the range complex, or downloaded and clear so it may be cleaned. Usually it is your choice.
PPT Slide 75 Range Safety Plan
Go over the range safety plan with the class. Emphasize rendering first aid and calling EMS. If it is an accidental shooting it must be treated as a crime scene until relieved by investigating authority, in this case ISP.
Discuss the following points with the students:
First aid kit- where it will be located at the range Communications o Radio- POST vehicle o Cell phones EMS is not on standby. Call 911, or use the radio
Firearms Lesson Plan March 2019 Page 24 of 69
Identify evacuation routes in case an injured person needs to be PPT Slide 76 immediately evacuated to another area. Objective 1 Site Supervisors o POST Training Coordinators o Firearms Instructors Site Rules o Four Firearms Safety Rules Emergency Contact Person(s)
PPT Slide 77 Other safety issues: Lead ingestion Heat/Cold Injury potential Fluid intake
Soap and water provided (IDOC Ranges)
No live ammunition in the classroom
PPT Slides 78 Closing Remember: what you do in training is what you will do on the street. Make every draw count. Every scan real. And every reload timely.
PPT Slide 79 Transitional Slide GUN HANDLING
Instruction
PPT Slide 80 Overview of this block of instruction. We’ll be covering the following topics. Objective 1 Nomenclature and function Proper grip on the gun Drawing and holstering Magazine exchanges Malfunctions Care and cleaning
PPT Slide 81 REVOLVER Objective 1 . Single Action . Double Action
Show actual examples of each type of gun and demonstrate trigger position on each as an indicator of single or double action.
Explain the appearance and role of the trigger in both the single action and double action revolver. I. Single Action a. Set farther to rear of trigger guard. b. One and only action is to release the hammer to fall forward on the
Firearms Lesson Plan March 2019 Page 25 of 69
firing pin. c. Hammer has to be manually cocked for each shot. II. Double Action a. Set more forward in trigger guard. b. Has double role or action of cocking and releasing the hammer with each pull of the trigger. c. Can be manually cocked if desired.
In both types of revolvers, the cocking of the hammer rotates the cylinder.
PPT Slide 82-88 FUNCTION – SEMI AUTO HANDGUN
Now we’ll talk about the nomenclature and function of the semi-automatic pistol. (Using a Sig or Berreta, Glock and a Colt to point out each of the parts listed above.) a. Again, point out each part on the sample pistols. b. Discuss the different types of magazine releases.
Decocking Devices
Used to de-cock, or let hammer fall forward without discharging – putting the weapon in safe condition prior to holstering. a. Emphasize that the de-cocking lever, when used as a safety, is only a mechanical device. It should not be trusted. b. Putting the gun on “safe” does not lessen the importance of muzzle awareness.
SAFETY Explain the purpose and function of a thumb safety.
DOUBLE ACTION SINGLE ACTION
PPT Slide 89 A double action pistol is there the pull of the trigger manipulates the hammer. Single action is when the hammer is already cocked and the trigger releases the sear. Explain the differences between the amounts of force needed to pull a double action trigger versus a single action trigger.
PPT Slide 90 Show Colt semi-auto and the actual thumb safety as a comparison. Objective 1, 8 a. Brief discussion as to where the muzzle should be pointed when the de- cocking lever or safety is engaged. (Guard or low ready position - more on that later.) Always before going to holster
PPT Slides 91-94 Glock specific nomenclature/function Point out the similarities in parts and nomenclature
PLAY VIDEO Play video- Show the Glock function/transparency clip
Firearms Lesson Plan March 2019 Page 26 of 69
PPT Slides 95 Semi-automatic pistol: the gun reloads another bullet each time the trigger is pulled.
As the gun is fired, the slide is forced back by recoil energy and another bullet is stripped off of the magazine and inserted into the chamber.
PPT Slide 96 Automatic pistol: the gun reloads and keeps firing as long as the trigger is pulled. Emphasis on using proper terminology for the weapon you carry. SEMI- automatic.
Any fully automatic gun is general called a machine gun or full auto. Refer to your duty weapon using proper terminology regarding semi vs auto. You carry a semi auto, not an auto.
GENERAL LOADING PROCEDURES
PPT Slide 97 The magazines should always be placed in the pouches so that they come out the same way every time with the index finger pointed towards the bullet.
Horizontal or vertical carry. Show both and discuss that vertical is many times quicker and easier to access. Horizontal should be carried bullet pointed up primarily for economy of motion. Where on the belt? Should be accessed easily by support hand. The easier and more natural the motion to grab, the quicker it will be.
PPT Slide 98 When drawing the magazine from the pouch access it by: Instructor demonstration INSTUCTOR DEMONSTRATION Drawing it with a palm grip As it comes out index finger extends along front edge.
PPT Slide 99-100 The top front of the magazine is indexed into the magazine well and then pushed INSTRUCTOR firmly into place by the heel of the non-gun hand. Instructor demonstration DEMONSTRATION All one motion.
PPT Slide 101-102 Charging: Objective 1 Grip the slide with the support hand, over hand grip to the rear of the ejection port.
Pull the slide back vigorously and let it charge forward on its own.
INSTRUCTOR DEMONSTRATION- Instructor should demonstration the INSTRUCTOR proper grip on the slide, with the support hand, and then running the slide DEMONSTRATION and allowing the recoil spring to return the slide to battery.
Charging methods: PPT Slide 103-104 1. Pulling back the slide and letting go. PREFERRED Objective 3 2. Slamming the butt of the gun. This could be during the loading process or Firearms Lesson Plan March 2019 Page 27 of 69
in one handed manipulations. 3. Depressing the slide stop lever
Press check. After loading or before going into an event. To determine if there is a round in the chamber. The underhand technique is preferred as there is less chance of accidentally ejecting a live round. Do not muzzle the support hand. A press check should be performed every time you change the status of the weapons chamber (loading, unloading).
INSTRUCTOR INSTRUCTOR DEMONSTRATON- Demonstrate a proper load and press DEMONSTRATION check. Discuss the different ways to perform a press check- based on hand strength. You should also discuss the chamber load indicator on the Glock, but discuss how cold hands and gloves may affect the student’s ability to “feel” the load indicator.
PPT Slide 105 Make sure you use the right caliber ammo in your gun. Objective 1, 3 Stay aware as you load your magazines. Have experience wrong ammo in boxes from factory.
PPT Slide 106-108 PROPER GRIP Objective 3 Explain that this is a review from the marksmanship lecture. Go through each slide as the students practice each part of the grip using their blue training gun.
INSTRUCTOR INSTRUCTOR- Ensure the students are facing the wall as they practice this DEMONSTRATION portion of the training. Reinforce the Four Firearms Safety Rules. Make sure students are NOT pointing their training weapons- EVEN IF IT’S AN INERT TRAINING RED OR BLUE GUN at one another, except in designated, reality based training scenarios.
The weapon should be properly gripped in the holster so that no adjustment need be made in the hand. Step 1 of the 6 step presentation.
Consistent grip on the gun will increase consistent accuracy. Should not be readjusted after every shot.
PPT Slide 109 Proper one handed grip.
Firm but do not over grip.
PPT Slide 110 The tang of the receiver is deep into the web of the hand.
There should be not gap.
Gripping high on the tang helps with recoil control. Firearms Lesson Plan March 2019 Page 28 of 69
PPT Slide 111 Fingers are wrapped tightly around the grip.
PPT Slide 112 Trigger finger is outside of the trigger guard. (Indexed) Unless you are pointed in and have made the decision to shoot.
PPT Slide 113 Thumb is locked down out of the way. Be sure it is not touching the slide stop lever.
PPT Slide 114 Proper two handed grip.
PPT Slide 115 Fingers over fingers. Do not put support side index finger on front of trigger guard. This can have an effect on shot placement. PPT Slide 116 Thumbs over thumbs.
PPT Slide 117 Or…thumbs parallel and on frame. Either way, keep them off the slide stop lever. The more “meat” on the frame, the more control over recoil. Both hands firm but not too tight.
PPT Slide 118 SIX STEP WEAPON PRESENTATION Transitional slide Instructor read through each of the following slides. Identify each numbered step of the six step and demonstrate each stage. PPT Slide 119 Objective 1 The Six Step Presentation is a process of drawing your weapon from the holster. These steps will help you develop the skills to defeat your holster retention devices and quickly remove the handgun from the holster.
Each step of the presentation has specific actions you must take. With practice, you will develop a smoother technique. As you become smoother in your technique, you will also become faster in drawing from the holster. Purposeful, deliberate practice is the key to developing this skill. It is also a critical, life- saving skill that you must master.
PPT Slide 120-121 Step 1 Both hands are in front of body above belt level. Shooter does not look at holster.
Non-gun hand moves to center of body in the chest area.
Gun hand breaks snaps as grip is attained.
Must be lateral movement. PPT Slide 122 Step 2 Gun comes straight up to clear the holster. Stays close to side with muzzle down. Firearms Lesson Plan March 2019 Page 29 of 69
PPT Slide 123 Step 3 Gun points in to the target with magazine well locked into ribs. Shooter should be able to affectively engage at this stage. Slide canted slightly away from body to avoid functional interference.
Step 4 PPT Slide 124 Support hand meets gun hand as gun punches forward to target. Do not bowl or cast – straight path to target. Gun comes upward into line of sight. Front sight can be acquired here and pressure can be applied to trigger if a shot is warranted.
Step 5 PPT Slide 125 Pointed in – sights on target, finger on trigger.
Step 6 PPT Slide 126-127 Low ready position to begin safety scan.
Finger is along the frame of the pistol. Look behind you. If you need to readdress the target, you are faster from the low ready position than from Safety Circle. Safety Circle is slower because of biomechanics. You have broken your firing grip, taken one hand off the firearm and have bent the elbows and brought the weapon into close contact with your body. It simply takes more time to reengage and to biomechanically reacquire a shooting position that it does from low ready. You do not have to regain the firing position and extend the weapon, you just have to bring the weapon up. Safety Circle is used when you are in close quarters and muzzle discipline is a critical factor.
PPT Slide 128 From pointed in to complete safety scan comprised of the following steps: Low ready 360 scan Holster reluctantly after a complete scan.
After the initial gunfire, and the suspect appears to be down, ask yourself the following three questions:
Is the fight over? PPT Slide 129 o Has the suspect STOPPED fighting and ceased to be a threat? (If not... continue to HIT the three natural body armors.) o Should I be standing there? Remember: Shoot, Move, Communicate, Assess.
Firearms Lesson Plan March 2019 Page 30 of 69
Is the world a “friendly place”? PPT Slide 130 This is part of Rule 4. Remember that some Law Enforcement confrontations Objective 1 involve more than one assailant. You must search not only the immediate target area in front of you, but ALL around you as far as you can see. Methodically search left and right as far as you can see; then check behind you glancing over each shoulder. You must update your situational awareness constantly; know when and where any other suspects have moved as well as where any other officers may be.
Look around you, and overhead. Be aware of your total combat space around you.
As part of the Shoot, Move, Communicate, Assess, you should be communicating with other officers and dispatch. If you’re alone, this is the primary way help is going to be called to get there.
If you have assumed a low profile position – you must assess before getting up. You could easily rise up in front of a fellow officer’s muzzle without either of you realizing it. Additionally, of another officer is so focused on the threat, they may not see you either. In any case, check your surroundings each time you change your elevation when returning to standing.
INSTRUCTOR NOTE: Be sure to emphasize the importance of actually INSTRUCTOR NOTE looking and then seeing what is around them. This is not an exercise in just whipping their heads around as if they were actually “looking” at something behind them. They must understand that it is their safety, and the safety of others, that is paramount and that an effective scan means actually seeing what is around them. Not just “spinning” their heads around.
PPT Slide 131 Am I and my pistol (and any other firearm) in the condition I want it to be in before I move on?
As part of the assessment process, are you injured? Do you need to apply a tourniquet? If so, put it on. Then assess your weapon
“Press check” your pistol and then tac-load, if necessary. At a minimum you want to confirm the ammunition capacity in the pistol and all other ammunition you have. Do this for all firearms you have with you.
What is the environmental status of where I am? Is it safe to remain here? Are there other considerations? What is the condition of the suspect? Is it safe to approach them, secure them, and then start first aid? Do I have cover to do this safely? Are there other suspects I need to attend to?
Once you are satisfied with the answers to each of these three questions, then you can move on. And, once you have determined the pistol is no longer needed in your hands, then, and only then, can you holster your pistol. Never be in a hurry to put your pistol away.
Firearms Lesson Plan March 2019 Page 31 of 69
All non-firing manipulations of the pistol will BEGIN and END in the Low Ready Position. This is the last place the pistol should be prior to returning it to the holster. This is your “insurance” that both you and the pistol are ready for the next encounter – a round in the chamber, full magazine in the pistol, all other ammunition you have on your person is stored appropriate, and you have assessed the situation (satisfactorily answered each of the three questions required to be asked at Low Ready) and are in complete control of the area within your immediate field of view.
PPT Slide 132 Discussion on why securing the gun in the holster is so important. Ask them why it is NOT a good tactic to unsnap or defeat safety mechanisms prior to entering an incident, so you can draw quicker. Answer – It is a weapon retention issue as it may go to a hands on fight rather than a gun fight so we want the weapon as secure as it can be. Additionally, if you “train” yourself to cheat by leaving the retention devices unsecured, you set yourself up for failure later. You’ll attempt to draw the weapon and not be able to as the retention devices are engaged. This will delay you in drawing your weapon. That delay could be the difference between winning a gunfight and losing it. If you do this so you can draw quicker – spend more time practicing the draw.
PPT Slide 133 Holstering • Gun follows same path back to holster. • Support hand back on chest. • Use one hand to holster and to fasten snaps. • Don’t look at the holster.
PPT Slide 134-136 Three common mistakes when holstering Point the muzzle at your body while searching for the holster. Muzzling your support hand while feeling for the snaps. Looking at the holster and not at your surroundings.
Retracing the 6 steps will help prevent these issues
PPT Slide 137 Transition Slide RELOADS/MAGAZINE EXCHANGES
Instructor should go through each type and demonstrate from different angles so the students can see.
PPT Slide 138 Administrative Reload Objective 11 The gun remains holstered while magazine is removed and loaded. When? Can be done anytime and anywhere because it is safe. We may limit them on the range only to force you to practice your tactical reloads.
Firearms Lesson Plan March 2019 Page 32 of 69
PPT Slide 139 Spped Reload: Objective 11 The gun has run empty with the slide locked back. Empty magazines should be considered the same as spent cartridges and be allowed to fall to the ground!
PPT Slide 140 Tactical reload: Objective 11 The magazine is partially empty and is replaced with a full magazine. Partial magazines should be saved. The partial magazine should be secured in a pocket (a pocket that you will always have, regardless of duty, or off duty), or returned to an empty magazine pouch (preferably the #2 pouch). When? During a lull in the fight. After a fight, before holstering.
Behind cover or in a safe environment.
Always holster a full gun. A full gun is a happy gun.
Do not have to charge weapon as there is still one in the chamber. Two methods to accomplish it.
INSTRUCTOR INSTRUCTOR DEMONSTRATION-Instructor should demonstrate both. DEMONSTRATION 1. Fine motor skill tac load. PPT Slide 141 Go to the mag pouch first- preferably a secondary mag pouch Objective 11 Remove a full mag Go to gun Remove partial mag from gun and replace with full mag Stow partial mag in the open mag pouch PPT Slides 142 2. Gross motor skill tac load – requires less fine motor skill. Objective 11 o Go to mag in gun first – remove it o Stow it in a pants pocket you will always have available, regardless of duty, or off duty dress o Remove full mag from mag pouch o Insert into gun
PPT Slide 143 What to do with the magazines? Objective 11 If you’re using the Gross Motor Skill tac load, use the same pocket you will always have available, regardless of what clothing you are wearing. This is going to be either the front, or rear, pants pocket, on your support side. Do not fool yourself into thinking you can tuck it in your waist belt, uniform vest cover, thigh pocket, tactical drop pouch. You won’t always have those available in an off duty, or even certain duty wear.
For Fine Motor tac load, try to use a secondary (or tertiary pouch on certain mag pouches) to load from. Then return the partial magazine to the open pouch. If you’re off duty, chances are you may be using only a singular pouch. In this case,
Firearms Lesson Plan March 2019 Page 33 of 69
you’ll return the partial magazine to that pouch.
PPT Slide 144 Principles of any reload Objective 11 • During a combat situation, if possible reload from behind cover. • Reload before moving to better cover. • Reload during a lull in the firefight. • When not behind cover, movement is critical.
PPT Slide 145 Principles continued… Objective11 Rule of thumb: you will fire 33% more rounds than you think. A full gun is a happy gun. Put it away full.
PPT Slide 146 Some final thoughts… Objective 11 Always reload quickly. Train as if your life depends on it. BECAUSE IT DOES. Purposeful, dedicated practice will improve performance.
We will fight like we train.
PPT Slide 147 Transitional Slide MALFUNCTIONS
Malfunctions
PPT Slide 148 Can be fixed by an immediate action drill. Objective 10 Most malfunctions are shooter induced. This should be emphasized as instructor points out some examples of shooter induced malfunctions. Beware of the limp wrist. Other causes- bad ammo, faulty magazines, or weapon breakage.
INSTRUCTOR NOTE INSTRUCTOR NOTE: Be sure to describe what is meant here. Review the proper grip sequence with the students and explain that not maintaining a firm grip on the pistol can induce a malfunction.
Dealing with shooter induced malfunctions:
PPT Slide 149-150 TYPE 1 MALFUNCTION Objective 10 When the trigger is pressed, gun goes “click.” Our immediate response is TAP/RACK-ROLL/ASSESS. Be sure and move lateral while clearing it.
Tap the butt of the magazine to insure that it is seated.
Rack the slide back vigorously and release it. Rack with an overhand grip and roll as you rack.
Firearms Lesson Plan March 2019 Page 34 of 69
Assess: Get back on target and re-evaluate. Has the threat been stopped?
PPT Slide 151-153 TYPE 3 MALFUNCTION Objective 10 When trigger is pressed shooter feels mush. The slide will be out of battery. Possible double feed in the chamber.
1. Look – Into chamber as most likely a double feed and slide will be partially to the rear. 2. Lock – The slide to the rear. 3. Strip – The magazine from the gun. 4. Rack, Rack, Rack – The slide vigorously at least 3 times. 5. Feed it – Put in a fresh magazine. 6. Charge it – Rack a round into the chamber. Instructors should have students repeat the steps to memorize the cognitive part of the complete psychomotor skill. Repeat it several times. Explain that by first memorizing the cognitive steps, the student will be able to talk themselves through the clearance. This is the traditional way to clear a Type III and works on all guns, including the patrol rifle. We will introduce and let you try some alternate methods to see if they work on your gun. But, when all else fails, this 6 steps clearance should work.
What happened to the Type 2? PPT Slide 154 Type 2 – Objective 10 Commonly referred to as a stove pipe.
Spent casing stuck upright in ejection port. Immediate action response is the same as a Type 1. Tap/Rack Roll/Ready.
PPT Slide 155 Malfunctions caused by bad ammo Objective 10 Misfires. Squib loads- DO NOT SHOOT IT OUT. Incorrect Caliber. o The Bullet/Cartridge may be jammed in the barrel. o The gun should be unloaded, made safe and checked. o Reload and continue.
PPT Slide 156 If these malfunctions occur in a gunfight, switch to a secondary weapon (if your Objective 10 agency policy allows for it.). Finish the fight, then fix your primary weapon.
If a secondary weapon is not available, then you need to get out of the fight if you can. Fix the weapon and return to the fight- with additional support.
Firearms Lesson Plan March 2019 Page 35 of 69
PPT Slide 157 Transitional Slide MARKSMANSHIP
INTRODUCTION
PPT Slide 158 Discuss throwing lead vs. hitting what you aim at. Objective 1 Talk about how this relates to speed vs hitting what you’re aiming at.
On the range and in the field. Regardless of whether we are marksmanship shooting or combat shooting.
PPT Slide 159 In any learned motor skill we must break the overall skill down to skill steps. Objective 1 Shooting is no different. We must learn the fundamentals of marksmanship to develop a solid shooting platform. We must continually revisit and practice this part of the skill. Discuss all three legs of the stool that make up police firearms training. Marksmanship, Combat basics and Tactics
Our main emphasis in the academy session is Marksmanship because it is
the foundation for gun fighting.
We will do some combat training.
And we teach tactics throughout the academy.
Marksmanship Basics PPT Slide 160 Objective 1 Read each of the 6 parts of marksmanship.
PPT Slide 161 Stance Objective 1 Stance is the foundation for marksmanship. The fundamental principles of your shooting stance are the same as a balanced fighting stance. Feet apart, knees slightly flexed, forward at the waste and hips, hands above belt level.
Natural point of aim The shooter should position his/her body so that the gun, when extended, points naturally toward the target. This is called the “natural point of aim” Explain that shooters should find their natural point of aim from their desired stance and know that they are in it when they draw and address a threat. INSTRUCTOR DEMONSTRATION INSTRUCTOR DEMONSTRATION- Demonstrate how to find the natural point of aim and then have class stand and try it using their blue training guns. Steps to determine natural point of aim. Draw to the low ready/challenge position. Pick a spot on the wall for an aim point that is naturally in front of you. Close your eyes and point in.
Firearms Lesson Plan March 2019 Page 36 of 69
Open your eyes and see if the gun/front sight is centered on your “target”. If not adjust by moving your feet, not upper body. Try again from challenge, eyes closed, to pointed in.
STUDENT DEMONSTRATION- Have the students line up on a wall. Have STUDENT them perform this for themselves. Make sure no student is violating any of DEMONSTRATION the Four Firearms Safety Rules.
Two most common stances are Weaver, (bladed), and Isosceles.
PPT Slide 162 Bladed Stance – Instructor should demonstrate the stance and point out the Objective 1 critical elements specific to the Weaver stance as well as the commonalities between the Weaver and Isosceles stances. PPT Slide 163-165 Objective 1 Also called: “Weaver” “Position of interrogation” Requires no foot movement to go from interview/approach to shooting stance. Good interview/fighting stance. Good flow from other weapon stances. Commonality of training. The stance is the same with empty hand, stick or knife fighting. You are already there.
INSTRUCTOR INSTRUCTOR DEMONSTRATION: Explain and demonstrate the 45 DEMONSTRATION degree angle to the target and the stance from the waist down. Strong arm is fully extended. Support arm is bent with isometric pressure of the gun arm pushing out while the support arm pulls in. Support elbow pointed to the ground.
PPT Slide 166 What are some other advantages? Class discussion to involve balance, close Objective 1 quarters weapon control, recoil management, (the primary reason that Jack Weaver developed the stance).
Same as rifle firing stance.
PPT Slide 167 Discuss weaknesses such as exposing vulnerable areas. But also discuss if Objective 1 there are any actual cases where officers have been shot in the area DUE TO THE WEAVER SHOOTING STANCE. We know officers have been shot here but in most cited cases it was due to other movement such as retreating, going to the radio, turning away from the threat, rather than using a Weaver shooting stance.
PPT Slide 168 Isosceles Stance- Note the feet can be staggered to some degree for better Objective 1 balance.
Fully extend arms to a locked out position if possible. This may depend on body
Firearms Lesson Plan March 2019 Page 37 of 69
type more than anything. Be sure that the gun is extends as far out as comfortable.
PPT Slide 169 Strengths of the Isosceles Stance Objective 1 Go through the three listed strengths that are generally accepted principles of the stance.
Relay the findings of a study cited indicating that the untrained fighter squares up to their threat. The point of contention is the “untrained” fighter. Refer to the Isosceles Study handout
Perhaps a better discussion of the strengths would have more to do with the biomechanics of the modern isosceles stance. The two handed grip, centered on the body for maximum recoil absorption accompanied by the forward lean of the body on the balls of the feet with legs bent. This, overall, seems to be a very comfortable and natural position for many shooters to assume.
PPT Slide 170 Weaknesses of the Isosceles Stance Objective 1 Open discussion of weaknesses such as: Exposing more Limited movement Balance
INSTRUCTOR INSTRUCTOR DEMONSTRATION: Demonstrate the Isosceles Stance. DEMONSTRATION Show the position of the elbows (locked, or almost locked). Emphasize keeping the head up- bringing the weapon up to the line of sight, not bending the head down. Show the position of the feet, and being square to the target.
PPT Slide 171 THE REALITY OF STANCE- The instructor should lead a discussion of stance Objective 1 being relative to body types, what works for the individual and hits are what counts. Shooters should be free to work on or develop one of the stances that work for them. Is it over analyzed? • Solid, BALANCED, shooting platform combined with ability to move. • Hits count. • Quick, accurate response to threat counts. • You should be focused on moving, reloading, use of cover and finishing the fight. • At the end of the day no one will care what stance you used, only that you won.
Discussion of stance. Any questions?
PPT Slide 172 Grip- The second of the fundamentals of marksmanship is grip. Objective 1 The instructor should remind the class that the firing grip is established in step 1 of the 6 step draw. But there are some particulars about the grip that should be
Firearms Lesson Plan March 2019 Page 38 of 69
discussed.
To figure out how the hand fits on the pistol we can start by putting the first pad of the trigger finger on the trigger. Make sure it’s not in too far.
Start at trigger and work your way back to establish grip. The goal is to be able to press the trigger straight back. The actual pad placement can vary depending on hand size and body types.
With two handed grip explain that support hand fingers are over gun hand fingers and thumbs are together. Thumbs may be crossed or parallel but on the same side of the gun.
Talk about being able to pull the trigger straight back.
Learn to lock your wrist to absorb recoil or gun will not cycle. Explain that the wrists must be locked so the energy of the recoil can cycle the slide. If the wrists are not locked the energy is lost in the wrist and the slide made only make half of its cycle, inducing a malfunction. PPT Slide 172 Objective 1
Explain the importance of gripping high on the back strap to better manage recoil. Point out that this issue is seen most when shooters go to support hand. PPT Slide 173 Objective 1
PPT Slide 174 Should be achieved from the holster Objective 1 Support hand meets the gun at step 4
Grip should be consistent
Review with them the 6 step draw and emphasize that the support hand establishes its grip as the gun hand starts its path forward from the number 3 position on the ribs.
Remind them not to over grip with the support hand. This can lead to an inconsistent grip with inconsistent hits that will usually show up on the support Firearms Lesson Plan March 2019 Page 39 of 69
side of the target. Do not place the support side index finger on the front of the trigger guard. (Left if right handed, right if left handed.)
STUDENT INSTRUCTOR NOTE: Have the class stand and draw by the numbers DEOMONSTRATION several times with their focus on the grip. Make sure the students are following the Four Firearms Safety Rules and are facing a wall, not pointing guns at one another- regardless if it’s a “Blue gun” or not.
PPT Slide 175-176 Breath control Objective 1 These are some things to consider but bottom line is – BREATHE.
Use the natural pause between breaths. Failure to breath causes sights to blur. Optimal aiming time is three seconds. After three seconds, breath, start again. Explain that holding your breath longer than that to try to minimize arch of movement or fine tune sight picture will produce diminishing returns. Total control of all movement is impossible (Arc of movement).
INSTRUCTOR INSTRUCTOR DEMONSTRATIONS- Demonstrate natural arc of DEMONSTRATION movement caused by breathing. (A laser attachment is a good visual aid here.)
We’ve talked about stance, grip, and breath control. Any questions?
Sight alignment PPT Slide 177 Objective 1 One of the most important elements is sight alignment. Some argue it is the MOST important.
It is critical to marksmanship or making precision shots when time allows.
This represents the front sight
PPT Slide 178 Emphasize the outer edge of the front sight not the dot that may be there if it is a Objective 1 night sight.
If you focus on the front sight your eye will automatically line it up even. Glock recently widened the rear gap. This makes it easier and faster to align the sights.
PPT Slide 179 See the front sight through the rear site aperture. This relationship is known as Objective 1 sight alignment. Firearms Lesson Plan March 2019 Page 40 of 69
Sight Alignment Rear sight aperture
PPT Slide 180-181 Front sight is equal distance Objective 1 from either side of aperture Front sight and rear sight aperture are level Proper sight alignment
Also known as “light bars and level”.
Sight picture
When you insert a target into the sight alignment you have sight picture.
Where the front sight is when the gun goes off is where the bullet will
impact…minus shooter issues.
So you have three distances. The rear sight, the front sight and the target. Our PPT Slide 183 eyes can only focus on one distance at a time. Objective 1
Visual examples of focusing on the rear sight, target or FRONT SIGHT.
So the point is, focus on the front sight as that indicates where the bullet will PPT Slide 184-192 impact. Objective 1
Video- Play the video showing how impact points change as the sight is PLAY VIDEO moved around. There is no sound and the targets will change in size to
simulate changes in distance- to show the different effects at distance on sight
movement.
STUDENT INSTRUCTOR NOTE- Have the students line up along the walls and have DEMONSTRATION them draw and look at their front sights, moving their focus back and forth
from the front sight, rear sight, and the target so they can see the visual
change in focus as they do it.
Make sure the students follow the Four Firearms Safety Rules.
Sight Picture Changes- visuals of calling the shot based on where you saw the
front sight. Click through each and ask the class where the shot would go. It will
go where the front sight is. One point of this is to show the students that if they Firearms Lesson Plan March 2019 Page 41 of 69
have sight alignment and front sight focus and the shot is off, as demonstrated on of these slides, the bullet may be off of center but it will still be in the target.
So the emphasis should be on sight alignment with the target and a clear front sight focus to make sure it is properly aligned while pressing the trigger. Many say they are looking at the front sight and maybe even think they are, but in reality they are looking at the target or rear sight.
One example was when a student was shooting on our range. His target was indicative of not focusing on the front sight as they were all over the target. When asked about it, the student said he was watching his front sight. When we looked at his gun, he was in fact missing his front sight! He did not know it or how long it had been missing. Was he really seeing his front sight?
Night sights
PPT Slides 193-204 Night sights are made from a light emitting radio isotope. The isotope is inside a Objective 1, 4 small vial, that is imbedded into the front and rear sight. They are below the top of the sight and therefore will affect your point of aim if you use them.
Be aware that night sights are not the true point of impact. The actual point of impact will be higher than the front sight dot. These slides emphasize that point. Go through each slide and explain the implications of improperly lining up the sights.
Always hold gun low and bring center, or front sight, up into the sight picture.
Have to aim lower as dots are lower on sight. This is not of much significance unless you are taking a long precision shot.
Should you be doing this with a handgun in low light conditions? You should know what your abilities are. If you’re not sure if you can shoot in low light conditions, ask why. Did you train? Is your skill level up to the challenge? If not, you may need to consider why you are in the situation and whether you can get yourself out of it or not.
You should at least be aware that the night sight dots are lower than the sight blade so the hit will be lower.
At close quarters it makes no difference.
PPT Slide 205 During the day use the sight blade or post, not the night sight. Objective 1, 4 Sight with your dominant eye. Your dominant eye is usually your dominant side. Right hand/right eye. Avoid colored (red) front sight posts.
Firearms Lesson Plan March 2019 Page 42 of 69
If you can, shoot with both eyes open.
Cross dominant will not make much difference with hand gun but will with long gun. We will ask you to use both eyes if possible and right to right side of barricade and left to left if you can see well out of both eyes. Obviously if you have to close an eye to focus – do it.
Talk about the best color of front sights being black, not red, orange etc… The colors are a marketing ploy. Competition shooters use black front sights. Don’t get sucked in to fads.
PPT Slide 206 Bullet Trajectory Objective 1 Simple physics If the path of the bullet is parallel with the ground, it will hit the ground at the same time as a bullet dropped at the moment of firing. This is of no consequence in short distances.
Bullet Trajectory
If the path of the bullet is parallel with the ground, it will hit the ground at the same time as a bullet dropped at the moment of firing. This is of no consequence in short distances!
Explain that this is of little significance with encounters in pistol range. This is of great consequence at long distances.
Bullet Trajectory
PPT Slide 207 100 yds. Objective 1 This is of great consequence at long distances!
Firearms Lesson Plan March 2019 Page 43 of 69
PPT slide 208 Bullet Trajectory
Objective 1 To accommodate this the sights are adjusted to give greater range
This is of greater consequence at long distances!
Most handguns are sighted in at 25 yards. At 50 yards we may see a drop of 1 to 2 inches. Farther out the drop is more significant and the sight alignment may have to be adjusted.
100 yard shots are entirely possible if you know where your pistol hits at that range.
Of course a long gun is more appropriate for that longer shot. PPT Slide 209 Bullet Trajectory Objective 1 25 yards
100 yds.
For a rifle sighted in at longer distances the bullet may strike lower when fired from closer distances.
For a rifle sighted in at longer distances the bullet may strike lower when fired from closer distances.
Explain that this relates to the sights as they are adjusted for the rifle. Usually at 100 yards.
Mechanical offset on the M4 is an example of this.
PPT Slide 210 Sighting in your handgun Objective 1
Sighting a gun Rule: Move the rear sight in the direction you want your group to go!
MOVE THE REAR SIGHT IN THE DIRECTION YOU WANT THE
Firearms Lesson Plan March 2019 Page 44 of 69
GROUP TO GO
Trigger Control
PPT Slide 211 The other most important of the six is Trigger Control. Objective 1 Press the trigger straight back. PPT Slide 212-215 Sight alignment should not change. Objective 1 The shot should almost surprise you. Do not jerk or slap the trigger. Do not anticipate the recoil. Do not milk the grip.
Squeeze trigger and sight should not move. Talk about trigger jerk and that the round will strike low and to the left on the target from a right handed shooter with a trigger jerk.
Discuss dummy rounds and their purpose of letting the shooter see the barrel dip from trigger jerk when the firing pin hits a dummy, or blank round. They are great training tools to develop a smooth trigger press.
Steady increase of pressure on trigger to surprise break. Slow, steady, same speed till the gun goes off. “Snapping” the trigger will make the front sight move.
Dry fire is the best practice. More on that in a minute.
Don’t worry about the recoil. Don’t condition yourself to recoil even in dry fire. Use thumb behind slide example to demonstrate there is not much force so don’t be afraid of the recoil. Ignore it. You can shoot any of these guns with only a finger and a thumb hanging on to it and it won’t fly out and hit you in the head. So ignore it.
INSTRUCTOR DEMONSTRATION- Demonstrate the complete trigger INSTRUCTOR cycle emphasizing the reset. DEMONSTRATION Demonstrate free play vs trigger cycle on Glock. Demonstrate coming back only to trigger reset. Know the trigger cycle of your gun. Don’t come off the trigger.
Discuss the continued even pressure until the gun goes off and the sights should not move. This is where dry fire practice and dummy round practice pays off.
This is an example of extra trigger play that will lead to slapping or jerking the trigger. Using the trigger reset and going no further, will take the slack out of the process.
Firearms Lesson Plan March 2019 Page 45 of 69
PPT Slide 216 Slide 216 demonstrates how slapping or jerking the trigger can make shot Objective 1, 3 placement go low and left, (if right handed shooter), and emphasizes the need to apply smooth constant pressure until the gun goes off.
PPT Slide 217 Arc of Movement- This is a reminder again that we all have a natural arc of Objective 1 movement and we should not hurry the trigger press to try and defeat it.
Natural movement that every shooter has. Sight alignment and trigger squeeze should be done simultaneously with a minimum arc of movement.
Remind them that breathing affects the arc of movement as well as slapping or jerking the trigger. Press the trigger through while focusing on the front sight until the gun surprises you that it goes off. A surprise break. This will help to eliminate flinch.
Follow Through
PPT Slide 218 Follow through will include many of the same principles already discussed, but Objective 1 put together. Don’t move the gun until the bullet has left the barrel Rule of three: See front sight o as you acquire the target, o as you press the trigger, and o after you have fired
We have a tendency to take our eyes off the front sight. Time delay between shots is critical.
PPT Slide 219 Look for additional threats Objective 1 Stay on target and scan with your eyes left and right.
From there to the “hunt” and then low ready.
PPT Slide 219-220 Scan Objective 7 A complete safety scan can be broken down into the following steps from pointed in to: 1. Below eye level. Just off target to break tunnel vision and begin to look around. Can you move to cover? If not- 2. The low ready position. Still ready but scanning deeper for threats. Consider the use of a “compressed” low ready, meaning you bring your arms closer to your body, even to the point where the muzzle is pointed straight down, between your feet. 3. Finally, 360 scan to look deeper for threats all around you. Can be done using the safety circle if the environment does not permit you to scan from
Firearms Lesson Plan March 2019 Page 46 of 69
the low ready position. 4. Ask yourself the Three Questions- Is the fight over? Is the world a friendly place? Am I and the gun in the condition I want it to be in, before I move on? Remember- SHOOT, MOVE, COMMUNICATE, ASSESS
Safety circle discussion
PPT Slide 221 Safety circle does not replace the low ready positions. It is another technique Objective 7 that allows you to scan 360 degrees when your environment does not allow you to stay in the low ready or guard position. Its primary purpose is to allow the officer to move freely among other people and your team without muzzling anybody. Low ready is the preferred position when you scan. Be aware of where your muzzle is pointing when doing the scan.
Remember that the suspect who was the threat is still not secured. Be mindful that as you scan, and look around, the suspect may have the ability to reinitiate the fight you thought was over. Be sure to return to check on the suspect’s status (Is the fight over?) as you do your scan.
PPT Slide 222 An example of a scan sequence: Objective 7 Follow the suspect “down.” Does the suspect no longer appear to be a threat (Is the fight over?)? If so, start your scan (Is the world a friendly place?). Depress the muzzle into a low ready position. Scan to one side. As you return to scan to the other side, check to make sure your suspect has not decided to reinitiate the fight (Is the fight over?). Scan to the other side. If there are no other visible threats, return to the suspect. Has the situation PPT Slide 223 changed? Objective 7 o No, then move to cover, communicate, and assess . Is the gun in the condition I want it to be in, before I move on? . Am I injured? . Are others injured? . Is it safe to address the suspect’s injuries? o Yes, then return to addressing the suspect’s actions with the appropriate use of force (Is the fight over?).
SCAN every time. Holster reluctantly.
PPT Slide 224 This slide summarizes the 6 fundamentals of marksmanship with an emphasis on Objective 1 sight alignment and trigger control as the two most important.
Firearms Lesson Plan March 2019 Page 47 of 69
PPT Slide 225 Dry Firing- A discussion on dry fire practice. Discuss the bullet points of the Objective 1 slide and then describe how to set up a dry fire practice routine with safety being the critical concern.
Dry firing: • Completely clear the weapon • Remove all ammunition from the area • Point and dry fire in a safe direction Myth: Dry firing will crystallize the firing pin. Dry firing will not harm modern firearms and Is an excellent marksmanship tool. • Will not hurt modern firearms or the firing pin. • Is a great tool to practice both sight alignment and trigger control. • Should be with clear and safe weapons. • In a place where no ammo is present. • Keeping all safety rules in mind, especially number 4, knowing your backstop and beyond. Modern firearms are not damaged by dry fire practice. It is one of the best practice routines one can employ. No matter how good you are or how long you have been shooting, dry practice helps to hone your skills and maintain the skills you possess.
Go through a standard safety practice routine prior to beginning any dry exercise. • Clear weapon of ammo source and chambered ammo. Check, check and double check. Keep all 4 safety rules in mind when checking. • Take clear weapon and magazines to “safe” practice area. (Another room where no ammo is present, safe back stop of outside wall or corner of room.) • Practice session of 20 minutes or so of quality practice, again keeping all safety rules in mind.
When practice is done return weapon to condition and location you want it stored in. Say audibly while doing so, “Dry fire practice is done.” Three times. This may sound kind of elementary or even “hokey” but extreme measures need to be taken to ensure quality and SAFE training.
Work on sight picture, concentration and trigger squeeze. 5 minutes a day will improve your shooting.
CONCLUSION
PPT Slide 226 This concludes the first leg of the stool, marksmanship. You have to be able to hit Objective 1 what you aim at. Remember that marksmanship is the foundation that the rest is built on. Build it strong and keep it practiced.
Firearms Lesson Plan March 2019 Page 48 of 69
Police Use of Firearms
Marksmanship basics Combat basics
MARKMANSHIP CLASSROOM PRACTICAL EXERCISE
Instructors should check BeamHit equipment prior to the class for set up and operation. Make sure the laser light inserts work and the target either have batteries or are connected and communicating with the computer. Using the BeamHit training equipment the instructor should set up two training guns and two targets in the front of the classroom. The targets can be paced off to a specific distance or the battery targets can be set up with the target area reducers to simulate increased distance. The objectives of the practice session are:
1. Instruct the students on how to use the Beam Hit so they can practice
throughout the academy.
2. Practice a smooth trigger press and reset. 3. Practice sight alignment and front sight focus.
Rotate the students through, two at a time, for a minimum of 6 shots each.
Instructor should show each student how to analyze the shot group and make
corrections accordingly.
Reps and shots will depend on the time allotted and the class size.
PPT Slide 227 Transitional Slide COMBAT TACTICS
PPT Slide 228 Review the three legs of Police Firearms Objective 1 We have already covered the first leg of the stool, Marksmanship. This session will discuss BASIC Combat and Tactics.
PPT Slide 229 Also known as Close Quarters Combat. Objective 1 Very few die beyond 25 yards. Distance is our friend.
But, we have to get close to take into custody….
The very nature of our job requires close contact through traffic stops,
field interviews, DV calls, etc…
Firearms Lesson Plan March 2019 Page 49 of 69
PPT Slide 230 FINISH THE FIGHT MENTALITY To prepare for any combat encounter we must train our bodies AND our minds. Mental practice and rehearsals of high risk encounters help to develop a response plan. Mentality of the killer/terrorist/activist, they want to kill you. PPT Slide 231 Get in the fight and finish it. Objective 1 What’s Important Now? o Stop the threat o Shoot, Move, Communicate, Assess Response variations according to range. Get in the fight by getting on the offense as soon as possible. Keep the centerline in mind as far as moving off it in both defense and offense. Don’t stop fighting until you have finished the fight – all aggression has stopped.
PPT Slide 232 OODA Loop Objective 1 INSTRUCTOR NOTE: The students will have been given an extensive INSTRUCTOR NOTE presentation on the OODA Loop during the Use of Force Course. You do not need to expand on this subject. Recap it, talk about getting the suspect to constantly have to resent their own OODA Loop, and move on.
A discussion should follow here on the principles of the OODA Loup and how they apply to combat shooting and close quarter fighting.
Observe, Orient, Decide, Act.
The emphasis to get off line and counter with something.
Bottom line is – Do Something to take the fight to them. Get on the offensive. If necessary, consider self-extrication from the fight. Call more support and go back with more support, a better plan, and success.
PPT Slide 233 Close Quarters Combat – Line of demarcation Objective 1, 12 INSTRUCTOR NOTE- We no longer discuss the so-called “21 Foot Rule,” also known as the “Tueller Rule.” Discuss the use of the Graham Factors (Graham v. Connor) as the basis for determining when the use of deadly force is necessary. We do not want to emphasis some arbitrary distance in terms of when an officer should use deadly force. The actual “safe” distance when dealing with an armed subject has too many variables. Emphasize time, distance, intermediate barriers, cover, movement, and other related principles of combat tactics.
The students will have had extensive discussions about the Graham Factor analysis in their use of force in the Use of Force course they had prior to coming to this class.
Firearms Lesson Plan March 2019 Page 50 of 69
Beyond 7 yards use marksmanship. Beyond 21 feet take the time to get the front sight. Talk about front sight within 7 yards. You may see it, but the focus has shifted now to the threat.
PPT Slide 234 Combat Basics: They will be different than Marksmanship Basics Objective 1 Replace stance with movement. We move to not be hit. Move to interrupt their OODA Loop.
ADVANTAGES OF MOVEMENT PPT Slide 235 Objective 1 It is harder to hit a moving target.
Movement seizes the initiative.
Movement causes confusion.
Consider aggressing the suspect. Play the outdraw game with student trying to outdraw instructor to show action/reaction without movement. But who really wins? No one. You both get shot. Move to get off the path of the bullet. Emphasis on “…if you are not there you can’t be hit…”MOVE. Get off the centerline. Relate this back to the triangle footwork or straight lateral movement. Talk about advantages of seizing the initiative in all aspects of our job. FINISH THE FIGHT.
Explain study and he was looking for the variances. Shooter on shooter, 15 feet using paintballs. Firing at each other stationary, while moving and from behind cover.
PPT Slide 236-238 The bar graph Objective 1 Discuss the substantial difference in the hits. Have to move but keep the pressure on. FINISH THE FIGHT. Training pays off. Develop neural pathways to assist in quicker responses.
In summary of the study, among other findings, he determined that Proper use of cover almost eliminated the chance of being hit. Other observations included that it is harder to shoot accurately while moving and many of the hits were in hands and on the weapon. This would indicate some tunnel vision issues. This could also be due to available target.
Movement saves lives
Action is faster than reaction It takes up to ¾ second to recognize the danger….
Firearms Lesson Plan March 2019 Page 51 of 69
…and up to 1 ½ seconds to draw and fire …so the officer is taught to move first while he is drawing and firing Not much time to think. Have to react. Movement is critical.
PPT Slide 239 BREATHING Objective 1 Grip does not change so we talk about breathing next. Martial arts controlled breathing is example of this. Discuss the concepts of this and that it slows down your heart rate. In through nose, out through mouth. Deep in and deep out will help to control your breathing, oxygenate your system and bring your heart rate down. This will help with vision and motor control.
In stress you tend to lose fine motor skills. Combat breathing will help
regain fine motor skill movement.
AGAIN, THE BOTTOM LINE IS TO BREATHE. Don’t hold your
breath in a fight.
PPT Slide 240 Combat breathing as mentioned above Objective 1 Deep breath in through the nose Hold for a count of four… Exhale through the mouth
This principle can help to oxygenate the system faster. This of course is also directly related to your overall fitness level. Emphasize this point A fit body, fit aerobic system, will replenish and stabilize faster.
PPT Slide 241 Combat breathing – heart rate Objective 1 115 beats per minute: Fine motor skills deteriorate (hands, fingers) 145 beats per minute: Complex motor skills deteriorate (hand eye coordination, complex sequences) 175 beats per minute: gross motor skills increase By reducing the heart rate using tactical breathing, the officer will have better performance using fine motor skills! It should not be a surprise that we are not as accurate if we are spent from physical exhaustion. Our goal is to control our breathing.
BOTTOM LINE – KEEP BREATHING
PPT Slide 242 SIGHT ALIGNMENT BECOMES TARGET ACQUISITION Objective 1 Shift focus to threat instead of front sight Hard to see the front sight under stress. Can you train this? I submit that you can at least affect it. Firearms Lesson Plan March 2019 Page 52 of 69
Through practice with both your blue gun and real gun you will be able to look at something, (threat), bring the gun up to eye level, see the sight as it enters into your field of vision, and press the shot off. All in less than 1.5 seconds.
PPT Slide 243 Target Acquisition – Where do we want to impact? Objective 1 The movie “The Patriot” ‘Aim small, miss small’ Focus on point of impact in close quarters. Remember, we are not looking for perfect shot placement. We ARE looking for quick, multiple hits on target, somewhere in center mass.
PPT Slide 244 Officers are trained to : Objective 1 • Focus on the point of desired impact • Point the gun by bringing the gun to eye level • Look over the gun and fire • “Flash sight picture” • “Instinctive shooting” • “Point and shoot” • “Combat shooting” • Not difficult • Within 7 yards. (21 feet)
PPT Slide 245 TRIGGER CONTROL Objective 1 • How does trigger control change? • Does not. • Don’t slap it. Use smooth press, just faster rhythm • Those are the combat basics. • Misses don’t count. Shoot carefully in a hurry.
FOLLOW THROUGH • Does not change. • Stay on target until the threat has stopped • Complete safety scan, tack load, return to holster.
PPT Slide 246 Discussion to follow on the final leg of the foundation for the Police Use of Objective 1 Firearms. • We’ll talk more about tactics on the range but will discuss a few principles now.
PPT Slide 247 COVER AND CONCEALMENT Transitional Slide
Cover: Any object that will not allow a bullet to penetrate through it. PPT Slide 248
Objective 5 Concealment: Any object that cannot be seen through. Firearms Lesson Plan March 2019 Page 53 of 69
PPT Slide 249-251 Concealment does not stop bullets. Give some examples, maybe some on duty Objective 1, 5 story about something you or a partner used as cover but was actually concealment.
PRINCIPLES OF USING COVER
Officers need to be trained in the effective use of cover. Understand the physics of bullet ricochet.
Bullet will run parallel to the wall if it strikes at a 45 degree angle or less. Of course this may vary depending on wall material. But good general principle.
PPT Slide 252-253 Officers need to be trained in the effective use of cover. Objective 1, 5 Officers should expose as little of their body as possible around a barricade.
When shooting from behind cover. PPT Slide 254-257 The gun should never enter a non-secured area first. Objective 1, 5 Officers should stay back from the cover if possible. • This principle applies to all types of cover.
The further the better. PPT Slide 256-259 • Make sure path of bullet clears your cover. Objective 1, 5 Cover may be used to steady the gun only if the cover area is secure No part of the gun should ever touch the cover.
Otherwise it will jump when fire • Could also cause a malfunction. PPT Slide 260 • Use the back of the hand or knuckles to contact the barricade. Objective 1, 5 The roll out technique • The roll out technique is use to shoot from behind cover. PPT Slide 261-263 • Requires a slight lean of the boy one way or the other. Objective 1, 5 • Expose as little of the body as possible. • Don’t compromise your stance by surfboarding. • Same stance as you always use. Nothing changes.
Shots around the right side of cover dictate right hand and right eye. PPT Slide 264 • This will minimize body exposure. Objective 1, 5 • Only works if you can see with the same side eye. • If you are cross dominant or can only focus with one eye, then use that eye.
Same principle with the left side.
Firearms Lesson Plan March 2019 Page 54 of 69
PPT Slide 265 • If it works – if not use whatever eye and hand you can shoot with. Objective 1, 5 • Just understand you may expose more. • For the qualification course you will be required to shoot the final three rounds with your support hand.
PPT Slide 266-267 Stance behind cover. Objective 1, 5 • Whether Weaver or Isosceles stance, expose the least amount of body possible. • The foot closest to the line of cover is planted first. • No matter what kind of fighting you are doing – this is not a good fighting stance. PPT Slide 268-269 • Do not “surfboard”…because a loss of balance almost always results in Objective 1, 5 compromise of cover. If you lose balance will most likely fall to the strong side, or shooting side foot.
PPT Slide 270-271 Shooting around low cover. Objective 1 • As much as possible shoot around it rather than over it. • Over will expose more.
PPT Slide 272 Final thoughts on cover. Objective 1 • If you move from cover: Move to better cover. Move forward as opposed to backward. Reload before you move. Wrap trigger finger over ejection port, or place along the frame. Move quickly. • Darkness is not cover…only Concealment. PPT Slide 273 • Body armor is cover… Wear it. • The ballistic rule for selecting body armor is …select armor that will stop the ammunition that you carry.
Multiple Threats
PPT Slide 274-275 Deal with the greatest threat first. Objective 1 • Talk about the sweep with one on each target and back down the line. (Nevada sweep) (Boarding House Rule – Everybody gets firsts before anyone gets seconds…) • Many principles of shooting multiple threats but when possible, engage the greatest threat first in relation to the weapon and effective range of the weapon.
The GREATEST threat first. • May be closest or not. • Train to take evasive action if necessary. Remember the centerline principles. • Has to just HAPPEN. Not thinking about it. • Practice.
Firearms Lesson Plan March 2019 Page 55 of 69
• Train – you won’t worry about the response because it’s already happened.
PPT Slide 276-277 FAILURE DRILL – Two to the body/One to the head Objective 1, 5 • This is known as a failure drill. • The principle is that when the two to the body fail, for whatever reason, (body armor, drugs, other)
We must do something else to stop the threat. • This might be a well-placed shot to the head or to the hips of the adversary to structurally stop him. • Another option is what is called the zipper. o Shots directly up the middle finishing at the head. • We also use the technique of two to the body and one to each pocket. The intent of the pocket shots is to structurally break them down to stop their aggression.
PPT Slide 278 Other shooting tactics • Weapon retention. o Used in close quarter situations where fully extending the arms will result in the weapon being close enough to the suspect for them to grab it. o You will receive training on weapon retention in Defensive Tactics as well as on the range. • Kneeling, prone, seated. o Low profile positions which allow for the use of cover, concealment, or to change the flight path of the bullet. o You will receive training on low profile shooting on the range. • Pivoting, shooting on the move. o Being able to turn to address additional targets, or to maintain focus on a moving suspect. o You will receive training on pivoting, as well as shooting on the move during the range training. PPT Slide 279 • One handed shooting to simulate an injury. o If you are shot in one hand and still need to stay in the fight. o You might also be carrying an object- such as dragging a downed officer- and need to return fire. o You will receive training on one handed shooting on the range. • Transition to other weapons. o You may have a long gun which stops working for some reason and you need to transition to a handgun. PPT Slide 280 • Self-extrication is an option depending on the conditions o Three “O’s.” o Out of Ammo, o Out of Options, o Out of There.
Explain each briefly as you list them. For example-
Firearms Lesson Plan March 2019 Page 56 of 69
• Retention is close in from the number 3 position of the 6 step draw. • Seated is just one example from the unusual positions drill. • Transition might be from one hand to the other or transitioning to another weapon. • Injury drills would include one handed draw, shooting and manipulation using both the right and left hands. • We will do this on the range. • Bottom line is never stop learning, practicing and training. It is your life – how long it is may very well depend on your training mindset.
PPT Slide 281 Remember – whether it is marksmanship or combat shooting, in any encounter it is only the hits that count.
PPT Slide 282 Transitional Slide FIELD STRIPPING AND CLEANING Instructor should demonstrate this as they walk them through each slide.
PPT Slide 283 This section will cover Objective 3 Field Stripping. Cleaning. Lubrication. Re-assembly.
Clearing the Weapon PPT Slide 284 Objective 3, 8, 9 Go through each slide and demonstrate the step on a previously cleared and safe Glock 1. Point in safe direction. 2. Remove magazine. 3. Rack the slide several times. 4. Lock it to the rear. 5. Visual and physical check of chamber. 6. Let’s repeat steps 3 – 5.
CLEARING PROCESS FOR GLOCK SERIES HANDGUNS
INSTRUCTOR NOTE: You will have students who have other handguns. The clearing process should be the same, however, the disassembly process may not. Make sure to discuss this with the students and work with individual students who may have weapons different than a Glock.
PPT Slide 285-287 Point the gun in a safe direction. Remove the magazine and clear the chamber. Objective 3, 8, 9 Rack the slide several times to ensure the chamber is clear. Lock the slide to the rear.
PPT Slide 288 Point the gun in a safe direction and pull the trigger back. Objective 3, 8, 9 This step is required to break down a Glock Firearms Lesson Plan March 2019 Page 57 of 69
Emphasize SAFE DIRECTION
PPT Slide 289 Pull back on slide one quarter of an inch Objective 3, 8, 9 Use the overhand grip as shown in the photo.
PPT Slide 290 Pull down slide retention locks on both sides of the gun. Objective 3, 8, 9 Use your support side thumb and middle finger.
PPT Slide 291-292 Push the slide forward off of the receiver. Objective 3, 8, 9 If it sticks, press the trigger again and it should slide off. If not you will have to start over.
PPT Slide 293 Remove the slide from the frame. Objective 3, 8, 9 Remove the recoil spring and guide. Remove the barrel.
PPT Slide 294 Cleaning Objective 3, 8, 9 Use a toothbrush or nylon brush.
Use solvent if desired but dry thoroughly.
Remove powder residue and dirt. Wipe down all surfaces. Copper bore brushes may be used inside the barrel only.
PPT Slide 295-298 Barrel Objective 3 Brush all sharp edges to remove dirt and residue.
Run a nylon or copper brush through the barrel from chamber to muzzle! If done from muzzle to bore there can be a greater risk of damaging the crown of the muzzle which can affect accuracy.
INSTRUCTOR INSTRUCTOR DEMONSTRATION- Instructor should go through each DEMONSTRATION slide briefly to point out other areas that need to be cleaned.
PPT Slide 299-302 Lubrication Objective 3 INSTRUCTOR Show students the various points on a Glock where lubrication goes. Emphasize DEMONSTRATION that less is more, they do not need to bathe the gun in oil. Also discuss the different lubrication points on other handguns and have students refer to their handgun operations manual for specific information about cleaning.
PPT Slide 303-306 REASSEMBLY Objective 3 The following slides walk through the reassembly process. Go through each slide and demonstrate each step.
Firearms Lesson Plan March 2019 Page 58 of 69
PPT Slide 307 Function checks Objective 3 Explain and demonstrate to class that after reassembly they should conduct a basic function check. Rack the slide several times and lock it back. Making sure slide was put on properly and functions properly. Release slide and in a safe direction press trigger. Holding trigger to rear, cycle and feel trigger reset.
INSTRUCTOR INSTRUCTOR DEMONSTRATION- Demonstrate the proper way to DEMONSTRATION function check the pistol after it’s been reassembled. PPT Slide 308 Objective 3 Summary
Read through each section and ask if there are any questions and if objectives have been covered to their satisfaction, Nomenclature and Function Proper Grip on the Gun Drawing and Holstering Magazine Exchanges
Malfunctions
Use of cover
Care and Cleaning
STUDENT PRACTICAL Practical exercise - Skills practice
FOUR FIREARMS Students will then move to a safe environment to practice all weapon handling SAFETY RULES skills. The following procedure should be followed to move students into the training room and to safe the room. Students will check weapons out of armory and place them in holster with slide locked to the rear. Students will proceed directly to the skills training classroom. (This should be a room with an outside wall that can be set up as a practice range.) No live bullets allowed in the classroom and no use of dummy rounds by students. Each student will be searched by instructors and other students when they enter the training environment. Once in the training room the students will be directed to place their gun and three empty magazines on the table in front of them by teams. Once in the safe environment, any student that leaves will need to be searched again to re-enter the room.
The training environment, if not a range, will be set up like a range to practice range commands as well as the weapon handling skills. Targets should be hung
Firearms Lesson Plan March 2019 Page 59 of 69
on the OUTSIDE WALLS ONLY. When practice drills begin the students practicing will point weapons at the OUTSIDE WALLS ONLY.
Divide students into groups of 2 – 5 classroom teams. Field strip their weapons for cleaning. (Do not clean at this time) Put the weapons back together. Repeat the process at least 3 times to ensure weapon familiarization. If possible make sure each group has a gun other than a Glock in it so students can experience field stripping something other than their own weapon. Divide students into groups numbering as many as can fit in one line facing the targets and OUTSIDE WALL. Line the students up as they will be on the range. Review basic range commands and goes through the following drills; each ran like a live range. Make sure students practice the audible repeat of “down range” anytime the instructor goes in front of the line. Instructor takes each line through following.
Assistant instructors should be helping and critiquing individual students. o Charging o Stance and grip o All reloads o Dry fire practice to include trigger reset o Type I malfunctions Number of reps will be determined by class size and time allotted.
PPT Slide 309 Transitional Slide LOW LIGHT SHOOTING
Introduction
PPT Slide 310 Vision changes as sunlight decreases and darkness slowly emerges. Daylight Objective 4 vision is dominated by sharp, detailed 20/20 visual acuity, vibrant color vision
perception, spatial depth perception and fine contrast discrimination. Decreased
illumination results in reduced visual acuity to the range of 20/200, loss of color
vision, loss of depth perception and contrast sensitivity. Blue lights appear
brighter, red lights appear dimmer, and there is an increased ability to detect
peripheral motion. Eye focusing, or accommodation, involuntary is stimulated
when there are no discernable bright objects to stimulate your focusing system. In
darkness, the eyes tend to focus a few feet in front of one's face resulting in 'dark
focus'. These visual changes impact the ability to easily find and shoot a target
while engaged in combat.
Majority of officer shootings are low light conditions.
91% of engagements are within 21 feet, 67% within 10 feet. Average engagement
is less than 2.5 seconds.
40% specifically ID lighting conditions as a contributing factor.
Average time since last night training: Ask the class when their last one was. 4 - 6 Firearms Lesson Plan March 2019 Page 60 of 69
months, 1 year, never. Average number of patrols conducted at night. 10% of training or less conducted at night (live fire).
PPT Slide 311 HUMAN EYE Objective 4 Normal vision is 20/20. Visual acuity drops to the 20/400 to 20/600 range during lowlight conditions. Every 13 yrs the amount of light needed to see in low-light conditions doubles. 45yrs = 4x (19yrs). An estimated 70-80% of our sensory information is received through the eye.
PPT Slide 312 Cones (receptor cells): Help us to see during day Perceive colors Objective 4 High acuity Sharpness in objects In low-light conditions they don’t work very well
PPT Slide 313 Rods (receptor cells): Objective 4 Help us to see at night.
No color. Black. White. Shades of gray. Low acuity. Blurred edges. Off-center vision and scanning. This means that peripheral vision allows us to use the rods full capabilities.
PPT Slide 314 Cones adapt more rapidly than rods. Objective 4 Cones regain complete sensitivity in 10-12 minutes. Rods regain complete sensitivity in 30-60 minutes.
PPT Slide 315 Dark adaptation: Moving from light to dark. Slow. Objective 4 May be temporarily blind while waiting for rods to adapt 25 minutes – 80% adaptation. 60 minutes – 100% adaptation.
PPT Slide 316 Light Adaptation: Moving from dark to light fast. Objective 4 Two Phases: Sensitivity of whole retina is decreased to ½ original sensitivity Slower adaptation time leads to increased sensitivity (recover). Example- walk out into bright sunlight.
PPT Slide 317 FITNESS RELATED TO VISION Objective 4 Blood pressure changes allow for faster dilation. Control of stress. Nicotine impairs night vision adaptation. Oxygen is a critical component for vision.
Firearms Lesson Plan March 2019 Page 61 of 69
Emphasize once again the need for fitness in this job.
PPT Slide 318 PRINCIPLES AND TECHNIQUES OF LOW LIGHT COMBAT Objective 4 Use of Light Emphasize the need to follow light discipline. Don’t light yourself up. Don’t light or backlight your partner. Don’t overuse the light and be sure it is off when you stow it. Absence of Light; Stance directed fire. When you have limited light that does not allow you to see your sights, stance directed fire should be used. Established behaviors can help us hit what we point at. If we practice. Contrasting backgrounds. Can go to lighter backgrounds to acquire sights
Silhouette sights on lighter or darker background than the adversary. Fore lighting. o You are backlit. Back lighting. o Enemy is backlit. Muzzle flash indexing.
Bullet magnet. Light from your flashlight is
a bullet magnet so MOVE.
Seven Principles of Low Light Combat (described in more detail below) PPT Slide 319
Objective 4 Read the list and continue to the next slides that break down and describe each of
the 7 principles.
“Read” the light.
Operate from the lowest level of light. “See” from the opposite direction. What are they seeing me do? Light and move. Emphasize the MOVE. Power with light. Light can overpower the threat. Align three things. Carry more than one light.
PPT Slide 320 Principle One Objective 4 Read the Light.
The prime directive for the successful negotiation of unknown terrain, so that you can exploit all available strategies and tactics, is to read the lighting conditions in the environment you are situated in. Is there lighting at all? If so, what type and where? Make your plan accordingly.
Boyd’s Cycle “OODA Cycle”: Observation is only the starting gate and must be exited cleanly to survive the encounter.
Firearms Lesson Plan March 2019 Page 62 of 69
All lighting conditions can be placed in the following categories:
Bright High Noon:
Well lit area, high level of detail, excellent depth perception, and threat identification is excellent.
Dawn & Dusk:
Enough light to distinguish shapes, texture & color of objects w/noticeable shadow areas, threat identification is impaired.
PPT Slide 321 Low Full Moon: Objective 4 Minimal ambient light, weak artificial sources such as distant street light, emission of light from another room, shapes only, distant judgment and threat id is severely impaired.
PPT Slide 322 No Ambient Light: Objective 4 Rarely encountered, but typically exists in underground structures, sealed warehouses etc., threat ID is non-existent without illumination
Regardless of the lighting condition you find yourself in, attempt to get to a better one than your opponent. Create or alter the lighting if you have to. Backlight the threat not yourself or your partner. Principle two
PPT slide 323 Operate from the lowest level of light. Objective 4 “Predators” operate from the “cover of darkness.” Flush out potential threats prior to moving to the lowest level of light. Assume that “All dark holes have guns.” Once occupied, threats must operate from a backlit position or use an illumination tool.
PPT Slide 324 Principle three Objective 4 “See” from the Opposite Direction You must learn to “see” yourself as the threat sees you. Need to know what you look like from the threat’s point of view. Know when you can be seen clearly, silhouetted, partially obscured or completely invisible.
Know when to move or not move at all.
This vision will determine route selection, timing and communication
method.
See the enemy as he truly is, while letting him see only that which will Firearms Lesson Plan March 2019 Page 63 of 69
beguile him.
Principle four PPT Slide 325 Objective 4 Light and move/Splash and move. Best described as trying to create the view of a “firefly in motion.” The threat never really knows where, when or how many “fireflies” there are. Light and then move; don’t stand still. If you use the light be prepared to beat feet to another location.
PPT Slide 326 Principle five Objective 4 Power with Light. Create a wall of light to dazzle or blind your threat. Change the threat’s perspective from viewing the world clearly and without interruption to seeing nothing but brilliant white light with no clear comprehension of force deployment. Eliminate dark holes and the concealment they offer by “powering with light.”
“Let your plans be dark and as impenetrable as night, and when you move,
fall like a thunderbolt.”- Sun Tzu, The Art of War
Principle six PPT Slide 327
Objective 4 Align Three Things.
Eyes, weapon and light when searching for threats.
Align the weapon with your vision, and then ensure that the “hot spot” of your illumination is where you want it to be. Do not stare at the sights but keep them “in battery” hinged just below the sight plane ready to be reattached to your vision. At the guard or safety circle? A proficient low-light operator keeps his eyes, weapon and light aligned most of the time unless moving them in alternate directions for a specific purpose. That does not mean we “hunt” with our weapon pointed in.
PPT Slide 328 Principle seven Objective 4 “One is none. Two is one.” Carry more than one light. Do you carry a spare tire in your car? A spare magazine on your belt? In a low-light engagement your life may depend on your ability to illuminate the threat. Personal survival is worth more than the cost of an extra source of illumination.
Firearms Lesson Plan March 2019 Page 64 of 69
PPT Slide 329 HANDGUN FLASHLIGHT TECHNIQUES Objective 4 Most law enforcement shootings occur during the hours from sunset to sunrise when ambient light is either greatly reduced, even when artificial lighting is available, or is virtually nonexistent. Most citizen shootings occur under the same conditions. Criminals are more active after sundown. We usually have some kind of light in our hands during the hours of darkness.
Though most law enforcement shootings occur during the hours from sunset to sunrise …most officers do NOT use a flashlight technique. They point and shoot. But, flashlight techniques are used every day in contacts and searches. So, practice them in that light.
We still need flashlight techniques but since statistics show that few are used in shooting situations it begs us to consider teaching techniques more applicable to search situations that can also be response techniques. How we carry it may vary with conditions and the type of light. So we should be familiar with a variety of techniques
PPT Slide 330 All Hands. Objective 4 Hands together techniques. Gun hand and the light hand are pressed together. Harries is one example. Allows the operator to duplicate a two-handed firing grip.
Hands apart techniques.
Gun hand and light hand move independently.
FBI is one example.
Designed to maximize tactical considerations. But, as has been said before….IT DEPENDS… PPT Slide 331 Objective 4 Tactical Considerations.
With a hands-together technique realize that the gun hand is the master hand; the light hand is along for the ride. Adopt the mentality that when the flashlight is activated, what you see is what you get. Be prepared to shoot with whatever part PPT Slide 332 of the beam happens to be on the threat. Objective 4 The well rounded shooter practices all the techniques and uses whatever is best for a given set of circumstances. There is not a best technique for all situations. We will all have a favorite but we should practice all of them.
PPT Slide 333 Weapon Mounted Lights Objective 4 Good for using the light as a weapon.
Firearms Lesson Plan March 2019 Page 65 of 69
Good for providing a light shield Lends to searching pointed in instead of the challenge position. This goes against what we know about safety. Where the light is, so is the muzzle. That can be good and bad. Good in that we will hit where the light points. Bad in that we will most likely not want to shoot everything we light up, so we should not be pointing at it. Have the right holster. Make sure if you have a weapon mounted light that it can be holster while still on the gun. May limit your holster selection but there may not be time to take it off and holster if the fight goes hands on.
Handgun flashlight techniques we will practice:
PPT Slide 334 We will work on the Harries, FBI and Neck Index Objective 4 These are the most common and work with most lights carried by officers today. Keep in mind as we go through each one, how the same technique might be used with a rifle.
PPT Slide 335 Harries Technique Objective 1, 4
Named after the late Michael Harries, a pioneer of modern practical
combat shooting.
Developed in the 70’s for use with large bodied “police flashlights.”
Widely used today; works well with smaller flashlights. PPT Slide 336-337 Hands together technique but not in the traditional grip. Objective 4 Flashlight is held in an “ice pick” or overhand grip with the lens on the side opposite the strong thumb. The thumb or finger operates the switch; either body or tail cap mounted. Wrists nest together with the backs of the hands firmly pressed together to create stabilizing isometric tension. Large/long flashlights may rest on the forearm.
INSTRUCTOR INSTRUCTOR DEMONSTRATION-Instructor should demonstrate the DEMONSTRATION technique using large and small lights. Students then try the technique with STUDENT blue guns and their own flashlights. DEMONSTRATION PPT Slide 338-339 Pros Objective 4 Works well with small/large flashlights. Aligns the beam with the weapon’s muzzle. Steadier shooting platform. Less fatiguing with large flashlights when using the forearm rest. Conforms well to the low ready position. Conforms well to the Weaver stance. Cons Displacement of the beam from the muzzle during firing. Proximity of hands increases chances of “hand confusion.” Firearms Lesson Plan March 2019 Page 66 of 69
Muzzle sweep during hasty employment. Lends to self-blinding when a right handed shooter attempts to navigate a corner or wall on the right side. Light is located at operator’s center mass. Poor ergonomics for other stances.
PPT Slide 340-342 FBI Technique Objective 4 Probably the oldest formally taught technique. Originally emphasized as a way to prevent the flashlight from marking the shooter’s position. Maligned as outmoded. Useful when used in a relaxed, movement oriented, unstructured room clearing and dynamic firefight situations.
Hands apart technique.
Many officers still prefer this technique over others. It depends!
Flashlight is held in a sword OR ice pick grip so is universal. Light hand is extended well away from the body. Lens of flashlight is held slightly in front of the body to avoid illuminating the shooter.
INSTRUCTOR INSTRUCTOR AND STUDENT DEMONSTRATION- Instructor DEMONSTRATION demonstrates technique. Students then try the technique with blue guns and STUDENT their own flashlights. FOUR FIREARMS SAFETY RULES. DEMONSTRATION PPT Slide 343-344 Pros Objective 4 Works well with small and large lights. Eliminates displacement of beam and/or firing grip upon firing. Reduces chance of “hand confusion.” Enables searching with the flashlight without simultaneously pointing the muzzle with the beam. Masks the precise location of the shooter. Transitions well to other hand apart techniques. Adopts easily to shoulder fired weapon techniques.
Cons Limits the shooter to shooting one handed. Difficult to maintain alignment of beam with muzzle. Fatiguing if performed for long periods. Precise alignment of beam with muzzle takes practice.
Neck Index Technique (also known as the Surefire Assault Technique) PPT Slide 345-346 This is a hands apart technique. It is similar to a flashlight technique used when Objective 4 conducting a field interview. The flashlight is held in the support hand and is up near the neck, or shoulder, are of the officer. In the field interview position, it allows for you to shine a light on ID cards, forms, etc.
From this position, should the need arise, you can drop the papers, and Firearms Lesson Plan March 2019 Page 67 of 69
immediately draw with your strong hand. The flashlight remains where it is, near the neck or shoulder. It is also possible that in the stress of the moment, you’ll drop the flashlight. This may be an issue if you fully extend the weapon and you are within an easy grasp of the suspect.
INSTRUCTOR INSTRUCTOR AND STUDENT DEMONSTRATIONS-Instructor DEMONSTRATIONS demonstrates. Students then try the technique with blue guns and their own STUDENT flashlights. FOUR FIREARMS SAFETY RULES. DEMONSTRATIONS Pros Compliments standard interview hold on light. Works from ice pick grip that most officers use. Little muscle fatigue as it rests on shoulder or neck. Can light up pistol sites for officer.
Cons PPT Slide 347 One handed shooting. Objective 4 Puts light close to officer’s center so tactics and discipline are important. Tends to align beam with gun
PPT Slide 348 SUMMARY Objective 4 Physiology of the eye.
Difference between Principle and Techniques.
Review Techniques. o Harries o FBI o Neck Index
Understanding Students will demonstrate understanding through written exam questions and practical exercises. The summary and review time at the end of this class is intended to give the instructor an opportunity to check the understanding of students and conduct remediation as necessary.
Closure A thorough a review of the objectives and open question answer period is found at the conclusion of this class.
Firearms Lesson Plan March 2019 Page 68 of 69
Firearms Lesson Plan March 2019 Page 69 of 69