VirTra Simulator
VirTra Simulator
Embedded Files
Note: These courses come fully predefined, including PowerPoint presentations, student and instructor manuals, and certificates
(Need instructors to teach)
The VirTra simulator includes V-VICTA®, the only evidence-based, nationally certified law enforcement training curriculum. Certified through the IADLEST National Certification Program™, V-VICTA meets POST standards in 36 states—including North Carolina—helping agencies save time, reduce costs, and achieve training goals faster.
Note: For North Carolina: As a participating state, North Carolina's POST can accept training that has achieved IADLEST National Certification for its officers' in-service training requirements.
Certified Training
Certified Training
*** COURSE DETAILS IN THE DROP DOWN BELOW***
ATAK Module 1 Certificate
ATAK Module 2 Certificate
ATAK Module 3 Certificate
Autism 1: Autism Awareness Certificate
Autism 2: Adults with Autism Certificate
Behavior Analysis Threat Response Certificate 1
Behavior Analysis Threat Response Certificate 2
Contact and Cover Concepts Certificate
Crisis De-Escalation Certificate
Duty to Intervene Certificate
Graham Vs Connor
High Risk Vehicle Stop Certificate
Human Factors in Force Encounters Certificate
Infectious Diseases Certificate
Injured Officer Handgun Manipulation Certificate
Mental Illness | Anxiety
Mental Illness | Crisis De-Escalation
Mental Illness | Depression
Mental Illness | Neurocognitive Disorders
Mental Illness | Role of Mental Health
Mental Illness | Schizophrenia
Mental Illness | Substance Use
Mental Illness | Suicide
Mental Illness | Trauma
Mental Illness | Traumatic Brain Injury
My Story: Kyle Dinkheller Certificate
Red Dot Optic Training & Sustainment Certificate
TASER Targeting Certificate
Tourniquet Application Under Threat 1 Certificate
Tourniquet 2
Weapon Transitions Certificate
Active Threat/Active Killer (ATAK) - Module 1 Certificate
TOPIC
Active Threat/Active Killer (ATAK) - Module 1
Provide the opportunity for first responders to mentally prepare to respond to active threats.
Legal justifications
Mental preparation for a potential lose-lose event
Decision making
Exposure to chaos
ESTIMATED TIME
3 hours (up to 8 students and full class presentation).
1. Pre-test and introductions (5 minutes)
2. Lecture (40 minutes) - PowerPoint provided
3. Break (10 minutes)
4. Scenario event training (30-45 minutes)
5. Scenario test and written test (15-30 minutes)
SCENARIO BANK TO BE USED
1. “Courthouse Crisis” - Run up to the point that the first subject is shot or event goes to end screen after stabbing the injured officer.
2. “Active Shooter Barricade” - Hostage/Barricade
PERFORMANCE OBJECTIVE
At the end of the 3 hours of instruction in a video simulation with an on-screen contact officer, students will take roll of the cover officer and successfully:
A. Use proper positioning
B. Correctly identify the threat to the team
C. Respond appropriately to any threat
CLASS SIZE
Designed for pairs of officers with maximum class size of 8 (4 pairs). If class size is smaller than 8, scenarios can be cycled
through.
The following training plan and lesson plan is designed to be used with the VirTra simulator. Where as many of the
techniques have been used over many years in LE, this training plan maximizes training time and leverages the strengths of
the VirTra Training System.
The instructor shall first ensure that students are familiar with the presented material. The outline provides the overview
of basic Contact and Cover Concepts and is provided to supplement and provide context to the use of the simulation
scenarios.
Active Threat/Active Killer (ATAK) - Module 2 Certificate
TOPIC
Active Threat/Active Killer (ATAK) - Module 2
This course is a foundation of understanding decision making and how that process can be compromised as well as how to mitigate those compromises.
ESTIMATED TIME
3.5 hours (up to 8 students and full class presentation).
1. Pre-test and introductions (5 minutes)
2. Lecture (70 minutes) - PowerPoint provided
3. Break (10 minutes)
4. Scenario event training (30-45 minutes)
5. Scenario test and written test (15-30 minutes)
PERFORMANCE OBJECTIVE
At the end of the 3 hours of instruction in a video simulation, students will take the role of the contact officer and successfully:
A. With legal justification, use proper decision making on use of deadly force
B. Use cyclic sigh / autogenic / combat breathing
C. Use positive self-talk - “I got this” mindset
CLASS SIZE
Designed for pairs of officers with maximum class size of 8 (4 pairs). If class size is smaller than 8, scenarios can be cycled through.
Autism 2: Adults with Autism Certificate
TOPIC
Special Populations: Adults with Autism
ESTIMATED TIME
2 Hours
PERFORMANCE OBJECTIVES
1. Identify that adults and children both can be diagnosed with Autism.
2. Identify behaviors that adults with Autism may display.
3. Learn ways to communicate with adults with Autism effectively and safely.
4. Demonstrate in the simulator proper communication techniques with adults with Autism.
5. Demonstrate in the simulator the ability to pickup on clues that a person may have Autism.
CLASS SIZE
Designed for a class up to 8 students, with students individually going through the simulator training scenarios.
Autism 1: Autism Awareness Certificate
TOPIC
Special Populations: Autism
ESTIMATED TIME
1.5 Hours Total
PERFORMANCE OBJECTIVES
1. Identify 3 characteristics/behaviors that may be attributed to ASD.
2. Identify 2 strategies for interacting with someone with ASD.
CLASS SIZE
Up to 8.
Behavior Analysis Threat Response Certificate 1
TOPIC
Behavior Analysis Threat Response
ESTIMATED TIME
7 hours
Presentation (lecture) - 1 hour
Solo (3-4 hours)
Behavior Discrimination 1- 15 min
Behavior Discrimination 2- 15 min
Behavior Discrimination 3- 15 min
Behavior Discrimination 4- 15 min
Behavior Discrimination 5- 15 min
Behavior Discrimination 6- 15 min
Behavior Discrimination 7- 15 min
Behavior Discrimination 8- 15 min
Behavior Discrimination 9- 15 min
Behavior Discrimination 10- 15 min
Behavior Discrimination 11- 15 min
Behavior Discrimination 12- 15 min
Partner (3-4 hours)
Behavior Discrimination 1- 15 min
Behavior Discrimination 2- 15 min
Behavior Discrimination 3- 15 min
Behavior Discrimination 4- 15 min
Behavior Discrimination 5- 15 min
Behavior Discrimination 6- 15 min
Behavior Discrimination 7- 15 min
Behavior Discrimination 8- 15 min
Behavior Discrimination 9- 15 min
Behavior Discrimination 10- 15 min
Behavior Discrimination 11- 15 min
Behavior Discrimination 12- 15 min
PERFORMANCE OBJECTIVES
At the end of 7 hours of instruction in a video simulation, the student will successfully be able to discriminate between lethal force situations and non-lethal situations with 100% accuracy using the “Behavioral Discrimination 10.”
CLASS SIZE
Designed for pairs of officers with a maximum class size of 8 (4 pairs). If class size is smaller than 8 (4 pairs) scenarios can be cycled through faster.
Active Threat/Active Killer (ATAK) - Module 3 Certificate
TOPIC
Active Threat/Active Killer (ATAK) - Module 3
This course is designed to provide real world examples and practical skills for dealing with an Active Threat/Active Killer event involving explosives.
At the end of this course, students will:
Recognize explosives in a simulated environment
Use skills to mitigate the risk of explosives in a simulated environment
Demonstrate basic knowledge of explosive risks via a written test
ESTIMATED TIME
5.25 hours total
A. Classroom 60 min
B. Simulator headshot skill drills
1. Static 45 min
2. Lateral displacement 30 min
3. Moving forward 45 min
C. Movement drills
1. Move away or move past 30 min
2. Blast pressure mitigation 30 min
D. Scenario training 60 min
E. Scenario test 15 min
CLASS SIZE
Designed for pairs of officers with maximum class size of 8 (4 pairs). If class size is smaller than 8, scenarios can be cycled through.
Behavior Analysis Threat Response Certificate 2
TOPIC
Behavior Analysis Threat Response
ESTIMATED TIME
7 hours total
Presentation (lecture) - 1.5 hours
Solo Officer Drills - 3 hours
• Behavior Threat Analysis 01
• Behavior Threat Analysis 02
• Behavior Threat Analysis 03
Solo officer drills (with additional cognitive load)
• Behavior Threat Analysis 07
• Behavior Threat Analysis 08
• Behavior Threat Analysis 09
Two Person Partner Drills - 3 hours
• Behavior Threat Analysis 04
• Behavior Threat Analysis 05
• Behavior Threat Analysis 06
Two person partner drills (with additional cognitive load)
• Behavior Threat Analysis 10
• Behavior Threat Analysis 11
• Behavior Threat Analysis 12
This course can be presented in an 8-hour training day. It is advised to use the spacing effect to break the training into multiple shorter sections over many days. This could also be included in an extended briefing format.
Day 1 - Lecture
Day 2 - Solo drills
Day 3 - Solo drills with additional cognitive load
Day 4 - Two person partner drills
Day 5 - Two person partner drills with additional cognitive loads
PERFORMANCE OBJECTIVES
At the end of 7 hours of instruction in a video simulation, the student will successfully be able to discriminate between lethal force situations and non-lethal situations with 100% accuracy using the “Behavior Threat Analysis 10.”
CLASS SIZE
Designed for pairs of officers with a maximum class size of 8 (4 pairs). If class size is smaller than 8 (4 pairs) scenarios can be cycled through faster.
Crisis De-Escalation Certificate
TOPIC
Crisis De-Escalation
ESTIMATED TIME
2 hours
PERFORMANCE OBJECTIVE
Student will successfully be able to:
A. Understand the role of contact professionals
B. Identify and explain crisis behaviors
C. Demonstrate skills for dealing with individuals who are in crisis or exhibit crisis-like behaviors
CLASS SIZE
Designed for pairs of officers with maximum class size of 8 (4 pairs). If class size is smaller than 8 (4 pairs) scenarios can be cycled through.
Contact and Cover Concepts Certificate
TOPIC
Contact and Cover Concepts
ESTIMATED TIME
3 Hours (up to 8 students and full class presentation).
• Pre-test and introductions (5 minutes)
• Lecture (40 minutes) - PowerPoint provided
• Break (10 minutes)
• Scenario event training (30-45 minutes)
• Scenario test and written test (15-30 minutes)
PERFORMANCE OBJECTIVE
At the end of the 3 hours of instruction in a video simulation with an on screen contact officer students will take roll of the cover officer and successfully:
A. Use proper positioning
B. Correctly identify the threat to the team
C. Respond appropriately to any threat
CLASS SIZE
Designed for pairs of officers with maximum class size of 8 (4 pairs). If class size is smaller than 8 (4 pairs) scenarios can be cycled through.
Duty to Intervene Certificate
TOPIC
Duty to Intervene
ESTIMATED TIME
2.5 Hours (up to 8 students and full class presentation).
• Introduction – 5 minutes
• Lecture – 60 minutes
• Break – 10 minutes
• Duty to Intervene video scenarios – 15 minutes
• Video discussion – 30 minutes
• “You Again” simulator scenario – 10 minutes
• Written test – 15 minutes
• Closing – 5 minutes
PERFORMANCE OBJECTIVE
At the end of the 2.5 hours of instruction, students will successfully:
• Understand how the public sees law enforcement and discuss significant failure to intervene incidents.
• Define what “Duty to Intervene” means.
• Understand when an officer must intervene, and who it applies to.
• Discuss significant court cases regarding duty to intervene.
• Understand why officers must intervene.
• Identify policy and legal requirements of duty to intervene.
• Identify criteria that constitute a failure to intervene.
• Understand the laws that guide failure to intervene claims.
• Understand the role training has in duty to intervene cases.
• Identify best practices on duty to intervene training and implementation.
CLASS SIZE
Designed for a class up to 8 students, with students individually going through the simulator training scenarios.
Graham Vs Connor
TOPIC
Graham v. Connor
ESTIMATED TIME
Total Time: 4 hours
• Introduction – 5 min
• Pre-Test - 10 min
• Lecture and video - 2 hr
• Scenarios - 1.5 hr
• Final Written Test - 15-20 min
PERFORMANCE OBJECTIVES
Students will be able to identify the legal principles established by the Supreme Court in the case of Graham v. Connor and how they apply to law enforcement use-of-force situations. This lesson will also explore the "objective reasonableness" standard and its implications in real-world policing.
1. In a written test, identify the Graham factors.
2. In a written test, identify the courts perspective on how the “severity of the crime” curbs the use of force.
3. In a written test, identify the courts perspective on using 20/20 hindsight.
4. In a simulated environment, correctly apply the use of the Graham standard in a use of force event and verbally articulate its application in a after action review.
5. In a simulated environment, correctly apply the use of the Graham standard in a use of deadly force event and verbally articulate its application in a after action review.
CLASS SIZE
Designed for a class up to 8 students, with students individually going through the simulator training scenarios.
High Risk Vehicle Stop Certificate
TOPIC
High-Risk Vehicle Stop: Communication to Custody
ESTIMATED TIME
6.5 Hours (up to 8 students and full class presentation).
• Pre-Test (5 minutes)
• Module 1A (45 minutes) - PowerPoint Presentation
• Break (10 min)
• Module 1B (60 min) - Conducted inside Simulator
• Break (10 min)
• Module 2 (45 min) - PowerPoint Presentation
• Break (10 min)
• Module 2A (60) min - Conducted inside Simulator
• Break (10 min)
• Module 3 (45 minutes) - PowerPoint Presentation
• Break (10 min)
• Module 3A (30 min) - Conducted Inside Simulator
• Scenario Test and Written test (30-45 minutes)
PERFORMANCE OBJECTIVE
At the end of 6.5 hours of instruction, using lecture presentations and video scenario simulations with an on-screen contact officer, the student will take the role of a Primary Officer and Secondary Officer, and successfully:
A. Use proper verbal commands to remove the driver from the vehicle and direct them to a handcuffing position.
B. Use proper verbal commands to remove a passenger from the vehicle and direct them to a handcuffing position.
C. Make appropriate force decisions while in a High-Risk Vehicle Stop context.
CLASS SIZE
Designed for pairs of officers with a maximum class size of 8 (4 pairs). If class size is smaller than 8 (4 pairs) scenarios can be cycled through faster.
Human Factors in Force Encounters Certificate
TOPIC
Human Factors in Force Encounters
ESTIMATED TIME
7 hours total, or 14 half-hour sections that can be modular. (Time is based on a class size up to 10 students and full class presentation.)
Module 1: Introduction to Human Factors Lecture (60 minutes or two 30 min sections) - PowerPoint provided
• Pre-test (5 minutes)
Module 2: Stop Time (60 min or two 30 min sections by splitting the discussion and training points section)
• Lecture (30 minutes) - PowerPoint provided
• Simulation (30 minutes)
Module 3: Shoot and Turn (60 min or two 30 min sections by splitting the discussion and training points section)
• Lecture (30 minutes) - PowerPoint provided
• Simulation (30 minutes)
Module 4: Knife Charge (60 min or two 30 min sections by splitting the discussion and training points section)
• Lecture (30 minutes) - PowerPoint provided
• Simulation 30 minutes
Module 5: Prone Subject (60 min or two 30 min sections by splitting the discussion and training points section)
• Lecture (30 minutes) - PowerPoint provided
• Simulation (30 minutes)
Module 6: Vehicle Contact (60 min or two 30 min sections by splitting the discussion and training points section)
• Lecture (30 minutes) - PowerPoint provided
• Simulation (30 minutes)
Module 7: Review and Takeaways (60 min or two 30 min sections by splitting the discussion and training points and testing section)
PERFORMANCE OBJECTIVE
At the end of 7 hours, students will be able to:
1. Identify reaction and response time
2. Identify what stimulus usually results in the slowest reaction time in human performance
3. Describe how attention and memory effect the ability to recall details
Infectious Diseases Certificate
TOPIC
Infectious Diseases
ESTIMATED TIME
4 hours
• Pre-test and Intro (10 Minutes)
• Lecture plus questions/discussion (30 Minutes)
• Break (10 Minutes)
• 3 Scenarios plus debrief (20 minutes/student)
• Written test (15 Minutes)
PERFORMANCE OBJECTIVES
At the end of 4 hours, students will be able to:
• Identify the signs and symptoms of certain infectious diseases.
• Demonstrate the proper way to interact with those who may be infected.
• Identify proper use of personal protective equipment.
• Understand the risk of transmission of certain infectious diseases.
CLASS SIZE
Designed maximum class size of 10. If class size is smaller than 8 (4 pairs) scenarios can be cycled through quickly.
Injured Officer Handgun Manipulation Certificate
TOPIC
Injured Officer Handgun Manipulation
ESTIMATED TIME
6 hours total, which can be interleaved into smaller sections (up to 8 students and full class presentation).
• Safety check - (5 minutes)
• Pre-test and Introduction (5 minutes)
• Primary hand draw and fire demonstration (5 minutes) - video segment provided
» Primary hand draw skill development (10 minutes)
• Primary hand malfunction clearance demonstration - Stage 1 (5 minutes)
» Stage one skill development (15 min)
» Primary hand malfunction clearance demonstration - Stage 2 (5 minutes)
» Stage two skill development (15 min)
• Primary hand empty gun reload demonstration (5 min)
» Primary hand empty gun skill development (10 min)
• Primary hand tactical reload demonstration (5 min)
» Primary hand tactical reload skill development (15 min)
• Break (10 min)
• Support hand draw and fire demonstration (5 min)
» Support hand draw and fire skill development (20 min)
• Support hand malfunction clearance demonstration - Stage 1 (5 min)
» Support hand malfunction clearance skill development - Stage 1 (15 min)
• Support hand malfunction clearance skill demonstration - Stage 2 (5 min)
» Support hand malfunction clearance skill development - Stage 2 (20 min)
• Support hand empty gun reload demonstration (5 min)
» Support hand empty gun reload skill development (15 min)
• Support hand tactical reload demonstration (5 min)
» Support hand tactical reload skill development (15 min)
• Break (10 min)
• Scenario Event Training (30 minutes) - during this stage the instructor will randomly require the student to perform one of the above skills. Ideally, this is conducted while using the Threat-Fire.
• Scenario test and written test (30 min)
PERFORMANCE OBJECTIVE
At the end of the 6 hours of classroom presentation and digital media simulation, instruction students will successfully conduct the following skills:
A. Primary hand only, draw and accurately hit a target 2 times within 3 seconds. (Under 2.5 seconds is excellent)
B. With a drawn weapon, using primary hand only, clear a stage one malfunction and accurately hit a target 2 times within 6 seconds. (Under 5 seconds is excellent)
C. With a drawn weapon, using primary hand only, clear a stage two malfunction and accurately hit a target 3 times in 15 seconds. (Under 12 seconds is excellent)
D. Using support hand only, draw/fire and accurately hit a target 2 times in 10 seconds. (Under 8 seconds is excellent)
E. With a drawn weapon, using support hand only, clear a stage one malfunction and accurately hit a target 2 times within 6 seconds. (Under 5 seconds is excellent)
F. With a drawn weapon, using support hand only, conduct an empty gun reload and accurately hit a target 2 times in 15 seconds. (Under 12 seconds is excellent)
CLASS SIZE
Designed for a class of 4 solo officers at a time in the simulator (V-300), with a maximum class size of 8 (2 groups of four).
Mental Illness
TOPIC
Mental Illness: A Practical Approach
CLASS SIZE
Designed for pairs of officers with maximum class size of 8 (4 pairs). If class size is smaller than 8 (4 pairs), scenarios can be cycled through.
HOURS
Total hours: 15
Breakdown:
1. Role of Mental Health - 1 hour
PERFORMANCE OBJECTIVES
Explain areas of functioning that mental illness affects.
Understand the role of contact professionals.
Explain strategies for de-stigmatizing mental illness.
2. Crisis De-Escalation - 2 hours
PERFORMANCE OBJECTIVES
Understand the role of contact professionals.
Identify and explain crisis behaviors.
Demonstrate skills for dealing with individuals who are in crisis or exhibit crisis-like behaviors.
3. Depression - 1 hour
PERFORMANCE OBJECTIVES
Explain areas of functioning that mental illness affects.
Understand the role of contact professionals.
Explain strategies for de-stigmatizing mental illness.
4. Suicide - 1 hour
PERFORMANCE OBJECTIVES
Understand the role of contact professionals.
Recognize signs, symptoms and behaviors associated with suicidal ideation and non-suicidal self injury
Demonstrate skills for dealing with individuals who have suicidal ideation or perform non-suicidal self injury
5. Anxiety - 1 hour
PERFORMANCE OBJECTIVES
Understand the role of contact professionals.
Recognize signs, symptoms and behaviors associated with anxiety.
Demonstrate skills for dealing with individuals who have anxiety.
6. Trauma & PTSD - 1 hour
PERFORMANCE OBJECTIVES
Understand the role of contact professionals.
Recognize signs, symptoms and behaviors associated with trauma/PTSD
Demonstrate skills for dealing with individuals who have trauma or PTSD.
7. Schizophrenia & Mood Disorders - 1 hour
PERFORMANCE OBJECTIVES
Understand the role of contact professionals.
Recognize signs, symptoms and behaviors associated with schizophrenia, psychosis and mood disorders.
Demonstrate skills for dealing with individuals who have schizophrenia, psychosis and mood disorders.
8. Dementia & Neurocognitive Disorders - 1 hour
PERFORMANCE OBJECTIVES
Understand the role of contact professionals.
Recognize signs, symptoms and behaviors associated with dementia or neurocognitive disorders.
Demonstrate skills for dealing with individuals who have dementia or neurocognitive disorders.
9. Traumatic Brain Injury - 1 hour
PERFORMANCE OBJECTIVES
Understand the role of contact professionals.
Recognize signs, symptoms and behaviors associated with traumatic brain injury (TBI).
Demonstrate skills for dealing with individuals who have a TBI.
10. Substance Abuse - 1 hour
PERFORMANCE OBJECTIVES
Understand the role of contact professionals.
Recognize signs, symptoms and behaviors associated with substance use disorders.
Demonstrate skills for dealing with individuals who have a substance use disorder.
11. Video Review & Discussion - 4 hours
My Story: Kyle Dinkheller
My Story: Kyle Dinkheller
TOPIC
My Story: Kyle Dinkheller
ESTIMATED TIME
2 hours total
• Introduction – 5 minutes
• Dashcam review and discussion – 15 minutes
• Lecture & Video – 60 minutes
• Break – 10 minutes
• Dinkheller simulator scenario – 10 minutes
• Written test – 15 minutes
• Closing – 5 minutes
PERFORMANCE OBJECTIVES
1. Technical review of the Dinkheller video.
2. Discuss what tactics didn’t work and why.
3. Demonstrate (inside the simulator) proper commands and control techniques.
4. Demonstrate when to apply force and what the appropriate amount of force is.
5. Identify threats and respond to them correctly.
6. Identify how discipline may affect an officer’s ability to respond properly.
7. Apply proper vehicle contact techniques to increase officer safety.
CLASS SIZE
Designed for a class up to 8 students, with students individually going through the simulator training scenarios.
Weapon Transitions Certificate
TOPIC
Weapon Transitions Concepts & Skills
ESTIMATED TIME
5 Hours Total
Initial Training: 3 Hours
• Introduction (5 minutes)
• Simulator Pre-test (15 minutes)
• Lecture (30 minutes)
• Break (10 minutes)
• Skills stations (45 minutes)
• Group Discussion - Skills Station Debrief (10 minutes)
• Break (5 minutes)
• Time Pressured Scenario Stations (30 minutes)
• Group Discussion - Scenario Station Debrief (10 minutes)
• Simulator Post-test (15 minutes)
• Closing Remarks (5 minutes)
Interleaved Maintenance Training: 2 Hours (spread over two months after initial training)
• 2 Weeks After Initial Training: Verbal De-Escalation and Transitioning - Simulator Scenario with Debriefing (30 minutes)
• 4 Weeks After Initial training: Contact and Cover with Transitioning to Cuffing (no/failed TASER deployment) - Scenario with Debriefing (30 minutes)
• 6 Weeks After Initial Training: Hyperactive delirium with severe agitation (no verbal contact) and Transitioning - Simulator Scenario with Debriefing (30 minutes)
• 8 Weeks After Initial Training: Contact and Cover with Transitioning to Cuffing (successful TASER deployment) - Scenario with Debriefing (30 minutes)
PERFORMANCE OBJECTIVES
At the end of the initial three hours of instruction, officers will understand and will be able to articulate the time constraints and tactical considerations associated with transitioning between lethal and less-lethal options during dynamic encounters. Officers will improve the speed and quality of their ability to transition between lethal and less-lethal options as measured by a pre- and post-course skills test. Officers will be able to articulate and demonstrate when it is appropriate to transition between lethal and less-lethal force options along with the tactical considerations of moving in both directions (i.e. lethal to less-lethal and less-lethal to lethal).
During the interleaved maintenance sessions, officers will demonstrate their ability to integrate the concepts they learned during the initial training with other skill sets under a variety of circumstances.
Students will have time to ask questions after each section, including at the end of the course. Upon completion of this course and passing the required test, students will receive a certification.
Red Dot Optic Training & Sustainment Certificate
TOPIC
Red Dot Optic Training & Sustainment
ESTIMATED TIME
4 Hours (up to 8 students and full class presentation).
• Introduction – 5 minutes
• Pre-test – 15 minutes
• Lecture – 50 minutes
• Break – 15 minutes
• Drills – 2.5 hours
• Post-test – 15 minutes
• Closing – 5 minutes
LEARNING OBJECTIVES
At the end of the 4 hours of instruction, students will successfully:
• Identify the advantages vs. disadvantages of an RDS on their duty weapon.
• Utilize the proper presentation of an RDS-equipped weapon to successfully engage targets in a simulated environment.
• Identify the importance of target / threat focus instead of the focus on the front sight.
• Identify how to properly utilize the optic as related to the location of the dot in the window.
• Identify fundamentals of handgun marksmanship.
INSTRUCTIONAL GOAL
The goal of this course of instruction is to provide participants the fundamentals of red dot usage in a simulation environment that can transfer to further training in a live range and real world environments.
PERFORMANCE OBJECTIVES
Students will demonstrate the use of a red dot optic in a simulated environment in drills on page 17. Specific demonstrated
skills will include:
• Drill 7 - Fire 1 round on a 6’ circle at the represented 7 yards from a low ready or compressed high ready in 1.5
seconds.
• Drill 9 - Fire 1 round from the holster on a 6’ circle at the represented 7 yards in under 2 seconds.
• Drill 13 - Draw and fire 1 round on the numbered targets in order 1-6 in 5 seconds at the represented 7-yard line.
CLASS SIZE
Designed for a class up to 8 students, with students individually going through the simulator training drills.
TASER Targeting Certificate
TOPIC
TASER® Targeting
ESTIMATED TIME
2 hours (up to 8 students and full class presentation).
• Pre-test (5 minutes)
• Lecture (20 minutes) - Presentation slides provided
• Safety check (10 minutes) - Ensure no live weapons or cartridges are present
• Break (10 min)
• Skills development training (45 minutes)
• Scenario test and written test (30 minutes)
This course is designed to support a interleaved training methodology. It is highly recommended that the separate drills provided be utilized as a 15-20 minute booster training that can be conducted repeatedly over the course of a year. It is well established that block training is not as effective to transfer as interleaved practice to maintain high performance of psychomotor skills.
PERFORMANCE OBJECTIVE
At the end of the 2 hours of instruction in a video simulation, students will successfully:
1. Identify two ways to decrease the risk of the TASER affecting the heart
2. Deploy a TASER in the preferred targeting area as identified by TASER
CLASS SIZE
Designed for pairs of officers with a maximum class size of 8 (4 pairs). If class size is smaller than 8 (4 pairs) scenarios can be cycled through.
Tourniquet Application Under Threat 1 Certificate
TOPIC
Tourniquet Application Under Threat PT.1
ESTIMATED TIME
3.5 - 4 Hours (up to 4 students and full class presentation). Course length is dependent on class size and frequency/
duration of breaks. Officers may ask questions after each module and at the end of the class.
The class can be conducted as 3 approximate one-hour blocks.
• Block 1 - Partner Drills
• Block 2 - Solo Drills
• Block 3 - Testing and Evaluation
The class can be conducted as ten 20-minute blocks, with one 30-minute starting session conducted in an extended briefing as well. The ten blocks usually consist of a safety check (5 min) and then a 15-min training event. The last block is the scenario test and written test.
• Safety check - (5 minutes)
• Pre-test and Introduction (5-10 minutes)
• Support arm injury - TQT application (5 min)
» Support arm injury - TQT application - Partner Drill (10 min)
• Primary arm injury - TQT application (5 min)
» Primary arm injury - TQT application - Partner Drill (10 min)
• Lower Leg injury - TQT application (5 min)
» Lower Leg injury - TQT application - Partner Drill (10 min)
• Upper leg injury - TQT application (5 min)
» Upper leg injury - TQT application - Partner Drill (10 min)
• Support arm injury - TQT application and weapon draw presentation (5 min)
» Support arm injury - TQT application and weapon draw full speed - Solo Drill (10 min)
• Primary arm injury - TQT application and weapon draw presentation (5 min)
» Primary arm injury - TQT application and weapon draw - Solo Drill (10 min)
• Lower Leg injury - TQT application and weapon draw presentation (5 min)
» Lower Leg injury - TQT application and weapon draw - Solo Drill (10 min)
• Upper leg injury - TQT application and weapon draw presentation (5 min)
» Upper leg injury - TQT application and weapon draw - Solo Drill (10 min)
• Randomization of an application at instructor’s direction (15-30 min) - Solo as well as Partner Drill
• Scenario Event Training (20 minutes) - during this stage the instructor will randomly require the student to perform one of the above skills. Ideally, this is conducted while using the Threat-Fire.™
PERFORMANCE OBJECTIVE
At the end of the simulation instruction, students will successfully conduct the following skills:
A. Partner Drills
1. Support arm TQT application, partner covers threat area
2. Primary arm TQT application
3. Lower Leg injury TQT application
4. Upper leg injury TQT application
B. Solo Officer Drills
1. Support arm TQT application and weapon draw in under 30 seconds
2. Primary arm TQT application and support hand weapon draw in under 45 seconds (mixed order)
3. Lower Leg injury TQT application and weapon draw in under 30 seconds
4. Upper leg injury TQT application and weapon draw in under 30 seconds (mixed order)
PARTNER DRILLS
The course is designed to run as a solo officer but also as a partner drill. The events are set so as the “injured officer” is applying their own tourniquet while the partner is covering the threat area.
CLASS SIZE
Designed for a class of 8 solo officers with no more than 4 at a time in the simulator (V-300), with a maximum class size of 8
Tourniquet 2
TOPIC
Tourniquet Application Under Threat PT.2 Combat Application Tourniquet (C-A-T) and the SOFTT-W Tourniquet
ESTIMATED TIME
3.5 - 4 Hours (up to 4 students and full class presentation).
Course length is dependent on class size and frequency/duration of breaks.
At the end of the presentation, there is a section where the instructor can ask if students have any questions on the
presented material. Students should also have an opportunity to ask questions after the end of each section.
The class can be conducted as 3 approximate one-hour blocks.
• Block 1 - Partner Drills
• Block 2 - Solo Drills
• Block 3 - Testing and Evaluation
The class can be conducted as ten 20-minute blocks, with one 30-minute starting session conducted in an extended briefing as well. The ten blocks usually consist of a safety check (5 min) and then a 15-min training event. The last block is the scenario test and written test.
• Safety check - (5 minutes)
• Pre-test and Introduction (5-10 minutes)
• Support arm injury - TQT application (5 min)
» Support arm injury - TQT application - Partner Drill (10 min)
• Primary arm injury - TQT application (5 min)
» Primary arm injury - TQT application - Partner Drill (10 min)
• Lower Leg injury - TQT application (5 min)
» Lower Leg injury - TQT application - Partner Drill (10 min)
• Upper leg injury - TQT application (5 min)
» Upper leg injury - TQT application - Partner Drill (10 min)
• Support arm injury - TQT application and weapon draw presentation (5 min)
» Support arm injury - TQT application and weapon draw full speed - Solo Drill (10 min)
• Primary arm injury - TQT application and weapon draw presentation (5 min)
» Primary arm injury - TQT application and weapon draw - Solo Drill (10 min)
• Lower Leg injury - TQT application and weapon draw presentation (5 min)
» Lower Leg injury - TQT application and weapon draw - Solo Drill (10 min)
• Upper leg injury - TQT application and weapon draw presentation (5 min)
» Upper leg injury - TQT application and weapon draw - Solo Drill (10 min)
• Randomization of an application at instructor’s direction (15-30 min) - Solo as well as Partner Drill
• Scenario Event Training (20 minutes) - during this stage the instructor will randomly require the student to perform one of the above skills. Ideally, this is conducted while using the Threat-Fire.™
PERFORMANCE OBJECTIVE
At the end of the simulation instruction, students will successfully conduct the following skills in order to receive a certificate of completion:
A. Partner Drills
1. Support arm TQT application, partner covers threat area
2. Primary arm TQT application
3. Lower Leg injury TQT application
4. Upper leg injury TQT application
B. Solo Officer Drills
1. Support arm TQT application and weapon draw in under 30 seconds
2. Primary arm TQT application and support hand weapon draw in under 45 seconds (mixed order)
3. Lower Leg injury TQT application and weapon draw in under 30 seconds
4. Upper leg injury TQT application and weapon draw in under 30 seconds (mixed order)
PARTNER DRILLS
The course is designed to run as a solo officer but also as a partner drill. The events are set so as the “injured officer” is applying their own tourniquet while the partner is covering the threat area.
CLASS SIZE
Designed for a class of 8 solo officers with no more than 4 at a time in the simulator (V-300®), with a maximum class size of 8 (2 groups of four).
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