This document discusses role-play and reality-based training as alternative instructional methods to lectures. It notes that role-play and reality-based training engage learners more than lectures and allow trainees to learn from interacting with role players and experiencing realistic scenarios. The document provides examples of using these methods for law enforcement training, including conducting traffic stops and felony stops. It emphasizes that role-play and reality-based training better prepare trainees for real-world situations by allowing them to experience stress, resistance, and the unpredictable nature of human behavior.

1. A look into role-play and reality based training.
Jason Sharp
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2. Lectures

 Often over used as a sole training approach.
 Some things can’t be taught via lecture.
 Lecture is not learner-focused.
 Many other methods can be utilized.
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3. Alternative Instructional
Methods

 Case Studies
 Demonstrations
 Role-playing
 Game playing
 Question and Answer
 Problem solving
 Large or small group work sessions/discussions
 Reality Based Training
 Many, many, many more
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4. Role Play & Reality Based

 Literature on simulations in classroom dates back to
1959 (Bloomfield and Padelford; Goldhamer and
Speirer; Guetzkow).
 There has not been a lot of significant cross-
disciplinary dialogue and many scholars are
unaware of very useful studies on role play
exercises.
 Definition has not been clearly set among scholars.
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5. Role Play & Reality Based

 Benefits noted and range from:
 1959 – Bloomfield and Padelford: “produce tangible
results over and above what {could be} taught and
learned about politics by more usual methods of
instruction.”
 1973 – Greenblat: explained 6 categories of benefits
and examined evidence thereof.
 From there, many other scholars examined and noted
benefits from role-play exercises.
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6. Important Notes

 What is the learning goal & objectives for the class?
 Who is your class?
 What is the topic?
 What is the amount of resources available to you for
the class?
 How much time do you have for your class?
 What is the environment around your class?
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7. Law Enforcement Audience

 Role-play & Reality Based Training:
 is a very important and effective method of instruction
in a police academy.
 Reason 1: Not all things can be taught via lecture.
 Reason 2: Not all things are going to be the same or have
the same outcome every time when dealing with
behaviors.
 Reason 3: Allows students to critically think and learn
very effectively and allows students to learn in a
controlled environment.
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8. Role Play

 Highly Interactive.
 Role Players are given specific roles or scripts to
work from. Students then learn from interaction
with role players.
 Ideal for:
 communication building.
 supervisory training.
 customer service.
 behavior based training.
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9. Traffic Stop - Example 1

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10. Traffic Stop

 This is a role play exercise.
 The driver “role player” is given a role to act out with
trainee.
 The trainee is to approach the vehicle and use the 8
step car stop method.
 The driver is to comply with the script and the officer
to provide the communication necessary to conduct a
safe, effective, and courtesy traffic stop.
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11. Traffic Stop

 As the recruit “trainee” conducts several low level
traffic stops with cooperative role players then the
scripts “learning objective/scenarios” starts to
change to more agitated & un-cooperative drivers.
 The recruit “trainee” then has to conduct and control
the traffic stop as safe, effective, and courteous as
possible given the “totality of the circumstances.”
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12. Merging Two Techniques

Role-Play progresses
into Reality Based.
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13. Reality Based Training

 Real life incidents:
 Based on critical incidents.
 Based on situational incidents.
 Based on REAL LIFE!!!
 Mixes:
 Demonstration.
 Role Play.
 Hands on.
 And many others all in one.
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14. Reality Based Training

 Ideal for a variety of tasks, as it highly engages the students
mentally to work as an individuals and/or as a group. Dependent
on the training objective.
 Learn by DOING!!!*
 Gain concept of skill.*
 Develop skill.*
 Practice accuracy and speed.*
 Very important as to give the student, especially in law
enforcement, a true dose of “reality” in their respected career field.
 Have had many quit after realizing the extent of danger, control, and
behaviors associated with this line of work.
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15. Felony Car Stop – Example 2

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16. Example 2 - progresses with resistance

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17. Example 2 - Conclusion

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18. Reality Based Training

 Recruits “Trainee” are given information that the driver is
a known felon and wanted for a felony offense. (High
risk stop)
 Recruits must work together with several others to
effectively remove, control, and handle the driver and all
other occupants.
 The occupants, as a scripted role player, are given the
ability to take advantage of any “opportunities” within
the scenario based training exercise. (i.e. if the trainee
does not have proper wrist lock control the role player
may resist or try to escape)
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19. Reality Based Training

 RBT allows the trainee to learn from
mistakes, resistance, and behaviors.
 This type of learning cannot be learned from a
lecture based instructional method.
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20. Reality Based Training

 RBT comparison to firearms and use of force training
using static v. reality based training exercises:
 Weissberg (1999) noted that a target poses “no real
threat, no stress, and no penalty for failure;
however, the real-life penalty for failure is death ... ”
(p. 10).
 Weissberg further notes that the body’s unpredictable
responses to stress and fear of death causes the rush of
adrenaline and increased heart rate to make us the
most clumsiest” (p. 10).
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21. Wrapping it all up….

 Role-play and Reality Based Training if properly
designed can be a very effective instructional
method.
 Role-play and Reality Based Training allows the
student to be more engaged and learner focused.
 Role-play and Reality Based Training allows for the
behaviors of both student and actor to play out in a
more natural setting.
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22. References

Murray, K. (2004). Training at the speed of life volume 1 - The definitive textbook for military and law
enforcement reality base training. Gotha, FL: Armiger Publications: Gotha.
Klotter, J. (1973). Techniques for police instructors. Springfield, IL: Charles C. Thomas.
Shaw, C. (2010). Designing and using simulations and role-play exercises. The International Studies
Encyclopedia. doi: 10.1111/b.9781444336597.2010.x
Weissberg, M., (May/June 1999). The reactive / non-reactive training controversy. A philosophical and
historical perspective: modernizing training for law enforcement. The Law Enforcement
Trainer. 14(3).
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23. Additional Source
Material for Educators

http://edtech2.tennessee.edu/projects/bobannon/in_s
trategies.html
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