When candidates attend an ASP Instructor Certification (AIC) class, they are expected to show up with solid baton, handcuff and flashlight skills, though we will hone those skills in the class. But as the name suggests, the real purpose of an AIC is to put good Instructors out into the law enforcement world—so, much of the three days of class time is spent on teaching and instructional skills. There’s an “ASP way” to training and demonstrating, and there is always a method to our madness.
Most defensive tactics instructors and martial artists teach in the same basic way. First, they typically demonstrate a technique at full speed, whether it’s a punch combination or a grappling hold or takedown. The rationale is usually that the instructor is using the dynamic move to grab attention, and maybe add a little shock and awe to the mix. But then they slow way down, and talk about every aspect of the technique—down to the most minute detail—for the next ten minutes or more. By this point, the students have often forgotten what they’re being taught, so when they finally get set to drill, they may struggle. This slows down the pace of the class, especially if the instructor has to bring everyone back in and repeat the technique.
The ”ASP way” is a proven methodology that improves student understanding and retention, adheres to a standard of consistency no matter where or by whom the class is being taught, and improves the pace and overall quality of the course. Some of the basic principles of our demonstration approach are:
Simplify principles: Be an absolute expert in the material, so you can convey simple and easy-to-follow directions of a technique or tactic. Of course, some things do need more detailed explanations than others, but simplicity is always king. Keep your explanations short and focused.
Let the rep count set the pace: ASP uses a progressive count—reps 1, 2 and 3 are ”by the numbers” and executed in slow motion. The 7, 8 and 9 counts are full speed and power, and the instructor uses vocal cues (increasing volume) to accompany the numbers. The instructor’s partner will move on the count, at the appropriate speed for the number. This helps control the pace of instruction and reduces the risk of accidents and injuries.
Demonstrate: In each new step of ASP training, we start everyone in a horseshoe formation, facing the instructors (typically two of them). The instructors then perform the first demonstration, slow for form, and layer in a couple of principles. They then change direction—so the whole class can see every technique from both sides—and do another slow demonstration, with some additional principles. Staying on that side, the instructors do a full speed, full power demonstration of the technique, with louder verbal cues. Finally, they directions once more and demonstrate at full speed and power. Here is a real-world example of what such a demo looks like. Quotes are the instructor speaking:
“We will now teach the open mode weapon side strike, which is the most powerful and often-used baton strike”
Instructor turns and faces his partner, who is holding a training bag
“We start in a solid pyramid stance, with the baton on the shoulder. We strike at a downward 45 degree angle.”
While speaking, instructor performs the strike at “slow for form” speed
Change direction
“Again, we are striking at a downward 45. The striking surface is the last 3 inches of the baton, and we’re hitting center mass of the weapon delivery system.”
While speaking, instructor performs the strike at “slow for form” speed
Stay on this side
“At full speed and power it looks like this”
Instructor performs the technique with some verbal direction to the subject, such as “DOWN!”
Change direction
Instructor performs a final strike at full speed and power, with verbal direction.
This four-step technique and way of moving through the demonstration is fluid and efficient, and allows all students to get a very clear view of what is being taught and expected. Finishing with the full speed demo leaves students with an understanding of the finished product and how to achieve it.
After the demonstration, students are given the opportunity to ask questions, then the whole class lines up and drills the technique.
There is an art to the demo, and just like the actual skills we’re presenting, teaching skills are improved through repetition. Just as we expect our officers to train their job skills continuously, as trainers and instructors we should always be honing our skills as educators.
