The function of the teacher in the methodology of fire training

Vorozhtsov Aleksandr Mikhailovich ORCID: 0000-0002-4316-8386 PhD in Sociology Associate Professor, Deputy Head of the Department of Fire Training, East Siberian Institute of the Ministry of Internal Affairs of Russia 664017, Russia, Irkutsk region, Irkutsk, Goncharova str., 30 vam1976@rambler.ru Other publications by this author

Moiseenko Andrei Andreevich Senior Lecturer, Department of Fire and Technical Training, Barnaul Law Institute of the Ministry of Internal Affairs of Russia 656038, Russia, Altai Krai, Barnaul, Chkalova str., 49 moisseian@mail.ru

In accordance with the normative legal acts of the Ministry of Internal Affairs of Russia, fire training is an important part of the professional service and physical training of employees of internal affairs bodies. The main purpose of fire training classes is to teach a police officer the skillful use of weapons, the conduct of accurate fire and its lawful use if necessary. To do this, it is necessary "... to create an official basic methodology of fire training for law enforcement officers using existing experience in the use of weapons" ^{[1, p. 210]}.

An analysis of the methods currently used allows us to conclude that there is no unified approach to training employees in fire training. "... Each educational organization uses its own methodology based on the experience of teachers and the available material base ..." ^{[2, p. 533]}, which allows us to conclude that the leading role in teaching is assigned to the teacher, his personal experience, skills and abilities.

According to the Instruction on the organization of shooting in the internal affairs bodies of the Russian Federation, safety during shooting is ensured by: proper organization of shooting, clear and competent management of the activities carried out, etc. ^[3]. The methodology of fire training used can also be included in this formulation. A methodology that will allow you to train employees with the necessary skills and abilities to own combat hand-held small arms and allows you to transfer knowledge from the teacher to the training staff as efficiently as possible. At the same time, it should be understood that the methodological skills and organizational qualities of a fire training teacher are not innate human traits, but traits that are developed and developed during his training and practical activities.

The theory of pedagogy, as well as the theory and methodology of physical culture and sports, which are closely related to fire training, determine the three main didactic educational goals of the lesson:

- give new knowledge;

- consolidate knowledge;

- develop certain skills and abilities.

These educational goals are achieved, among other things, by the pedagogical work of teachers in the classroom. At the same time, practical training in fire training is the main organizational form of training. In the course of their implementation, the requirements of the training programs are implemented, and the final goal stated above is achieved. The fire training classes themselves are organized and conducted in a training group or subgroup of 15 to 30 people.

To achieve good results in shooting, students must gain theoretical knowledge on the production of a targeted shot, master the technique of shooting (slow and high-speed) and acquire the required practical skills that allow them to consistently perform shooting exercises even under conditions of psycho-emotional stress. The listed requirements allow us to conclude that only knowledge about the production of the shot is insufficient. It is necessary to have a teacher who will help apply this knowledge in practice when making a well-aimed shot.

Thus, fire training classes should be conducted systematically, consistently and comprehensively. With regard to fire training, consistency, consistency and complexity in training is that classes and practical shooting are conducted evenly throughout the school year, and the material being studied is presented in a certain sequence (from simple to complex). Theoretical classes should be consolidated in practical classes. The material part of the weapon should be closely linked to the study of the basics and rules of shooting. The studied topics should be associated with new educational material, work with weapons – with its use, etc.

Knowledge of the teaching methodology should be based on a firm belief that a good result in shooting is based on solid theoretical knowledge of the production of a targeted shot. And vice versa, theoretical knowledge should flow from the work on the production of the shot. Theory and practice should be united. Without realizing this, it is impossible to improve shooting skills, moving from simple to complex. All this should be traced in the work of teachers.

Employees need to learn how to manage the production of a shot, the skills to consciously and deliberately perform shooting techniques. It is necessary to understand that when firing a shot, an employee performs a large number of various actions that he needs to control and perform strictly in a certain sequence. At the same time, the execution of one element of the shot better than the other will not compensate for the mistakes made, since the correct handling of the descent in high-speed pistol shooting does not ensure an accurate hit to the target in case of an incorrect aiming area ^[4]. Consequently, most of the actions should be performed without hesitation, on automatism, which is acquired by repeated correct repetition of these actions and allows you to form basic skills. In this situation, the fire training teacher has to constantly monitor the entire process of producing a shot or a series of shots performed by a trained employee. The development of movement coordination, manufacturing skills, grip formation, aiming, trigger release processing from the combat platoon, the calm flow of excitation and braking processes is achieved only by systematic training in idle shooting.

We believe that in order to perform their functions, fire training teachers should use the following teaching methods:

1.                 Methods of providing visibility (display), which provides visibility in training and is used for the purpose of perception or presentation of the studied techniques and actions and consists in the correct display of the order of the exercise.

2.                 The method of practical exercises. Exercise is a method of teaching, in which by repeated, purposeful and conscious repetition of the studied techniques, actions, students develop and improve the necessary skills and abilities in performing certain actions.

3. Game methods. Shooting training is not limited to the acquisition of knowledge, skills and abilities. It necessarily involves using them directly in confrontation with offenders in various conditions of official activity. The solution of this difficult task in training is facilitated by the use of competitive methods and the solution of non-standard service situations. The main condition for a non-standard situation is its surprise and the search for a way out by the student employee or a group of employees.

During a practical lesson in a shooting range or on a shooting range, a fire training teacher needs not only to manage the learning process of the entire group, but also to carry out an individual approach to each listener. To single out from the general mass of listeners those who have problems when performing practical shooting, and give them more of their time. To notice inaccuracies in the execution of a particular element of the shot and carry out its timely correction.

Employees who do not have such problems should be further stimulated to further development and the desire to get even more shooting skills in various conditions. In this regard, the personality of the fire training teacher is of no small importance for the education of the necessary qualities of the shooter in each student employee. A modern fire training teacher should not only cooperate with the student, but also have a high level of professional, pedagogical and methodological skills. The lesson should be carefully thought out and prepared, goals and objectives formulated, safety instructions given taking into account the specific exercise performed in the classroom.

In our opinion, teachers of fire training need to adhere to the following order of preparation for the lesson:

- on the basis of the work program and thematic plan, determine the issues under consideration, the time spent and the shooting exercises performed, link them with the material of previous classes;

- to study in depth the content of the questions of the lesson on Instruction, methodological and training manuals with mandatory elaboration of the material part of the weapon;

- determine the order of the lesson and its logistical support;

- link questions to test knowledge with the immediate topic of the lesson;

- to consider the expediency of using various methods and solving non-standard service situations;

- determine the general method of conducting the lesson as a whole;

- get acquainted in advance with the orders available on this topic and the latest developments in methodological and educational literature;

- to make a methodological development of the lesson;

- to consider the necessity and procedure for the use of technical training tools and training weapons in the classroom ^[5].

The application of the proposed procedure for conducting a fire training class will allow the teacher to build a logical scheme based on his own knowledge and conduct it at a high level. At the same time, "... to use such a teaching methodology that would allow to instill the skills of legal assessment of the situation related to the use of weapons, tactics of its use and technical actions with weapons ..." ^[6], including modeling situations of the use of weapons ^{[7, p. 49]}. Thus, the dominant and leading role of the teacher is traced, which contributes to the most effective training of law enforcement officers in the lawful and effective use of weapons. Often, fire training classes are conducted by two teachers, so "... interaction between teachers should be an effective means of achieving results in shooting. At the same time, the ability of teachers to understand each other from a half-word, anticipate actions, and the ability to interact in pairs is of particular importance. Mutually complementing each other, the shooting director and his assistant achieve the goal of training students in the ability to shoot" ^{[8, p. 97]}.