ABSTRACT SEQUENTIAL LEARNER
Insight Firearms Training – How The Brain Works Part 2
With, the “Abstract Sequential Learner”
the Left Side of Their Brain Processes Parts Better Than Wholes.
Cerebral Left
How Student’s Brain works is extremely important in Firearms Training. It works sequentially, processes words, grammar, syntax, and linear data. It is logical, orderly and proceeds step-by-step. This learner measures, memorizes, organizes, names, compartmentalizes, compares and will constantly be watching the clock on the wall. This learner wants schedules, predictability, organization, precision work and problems to solve. They prefer to work independently. Their strategy is both intellectual and rational; they need a sequential and structured approach.
This recruit needs the parts of the whole broken down and presented in a logical order. It is important to realize when you give the big picture of the process and your “Big Picture People” grasp the idea, your Abstract Sequential Learner students are “unable” to comprehend the material until the whole is broken into all its components and he can grasp the relationships.
An example of this would be teaching the trigger pull on a double action semi-auto. Because of the long double action pull on the first shot and transition to a single action pull on the second shot, the steps to manipulate the double action pull needs to be explained in detail. i.e. How to take the slack out of the double action pull, the emotional state of “detachment” needs to be integrated into the process to eliminate the “emotional bubble” that builds when most people compress the trigger. Then an explanation of how the cycling of the slide ejects the casing, and leaves the hammer cocked in the single action position. Now a step-by-step explanation of the technique for engaging the single action trigger needs to be taught…etc. It is important that comparisons, similarities, and differences are made between the double action trigger compression skills and the skills required for compressing the trigger in the single action mode.
Compare the above strategy of explaining the difference between the double action and single action compression skills to the traditional way it is explained to the recruit: “The first pull is double action and it is long and hard. Then the single action pull is a lot lighter.” This kind of explanation does not compute with the strategy of the “Abstract Sequential Learner” and leaves them hollow. (In addition, we never want to pre-load the student’s mind linguistically that there is anything “hard”, about compressing the trigger! This sets the student up for failure psychologically for it implies the task is “hard” and suggests that a lot of force will be required. This causes the student to “force” the shot.) One of the biggest problems with this learning strategy from the instructors view point is you must use psychological strategies to get this student to make a hemispheric shift from their left brain to their right hemisphere when shooting. If you are teaching the presentation by the numbers to this student (Step by Step: 1,2,3,4,5) the presentation will appear very choppy and mechanical. In order to get the presentation to flow smoothly a hemispheric shift must occur to access a flow state. This can only be accomplished after the required movements for each step of the draw is understood and how those movements relate to each other within the context of presenting the gun to the target. The use of a visualization can assist the student to make the hemispheric shift. One example of using visualization would be to have the students relate the movement of wiping their own hands on their pants and then extending their hand to shake someone else’s hand. This is an easy way to demonstrate the flowing movements required for a smooth and accurate draw.
If you are working with a first time shooter you must prepare this student for what they will experience; the sights, sounds and feelings of the shooting process before he is allowed to shoot. This can be accomplished by starting with a Power Point program loaded with animations and video clips. You can also have the student watch you shoot a precision shot.
You can match this student’s strategy by pre-loading his mind that for every action, there is an opposite reaction. Explain: “There is pressure pushing the bullet out of the barrel and there is pressure pushing back on the frame of the gun. That pressure is what you will feel when the gun releases the shot.”
When teaching this recruit tactics such as a house clearing exercise, you will need to create a mind-set to compartmentalize the house into groupings. This type of student tends to get overwhelmed by one big task. By simplifying the task of clearing a house, the job is made a lot easier if the task is compartmentalized and undertaken one room at a time.
It is also advisable to allow this student to have an opportunity to practice the skills without interpersonal coaching or interrelated group exercises.
CONCRETE SEQUENTIAL LEARNER
Lower Left
The “Concrete Sequential Learner” is best characterized by steadiness, reliability and organization. They prefer words over shapes, concepts and general ideas. They also like specifics, have patience, can stay in one place, are loyal, good listeners and are great at following directions. These learners dislike changes or surprises, need careful directions and substantial encouragement. They prefer to work with others. They are practical, predictable, to the point and structured.
This student is best characterized as “one who listens”. This does not always mean their lead sense is auditory, it means that they listen to directions well. He is able to assimilate verbal instructions well and has a very confident appearance. He tends to be very rigid in his thinking. He will generally be one to ask and need to know “WHY”. It is IMPORTANT TO REALIZE that he is NOT trying to be difficult. He has a belief system and you are going to have to prove to him “why” he should change a previous belief or way of doing something. The traditional answer “Because I said so!” is inadequate and will “turn off” this student’s motivation to learn more.
An example of this would be teaching the “Concrete Sequential Learner” the proper grip on the pistol. You must explain how a proper grip allows the sights to naturally align after the pistol has completed the natural cycle of recoil. Ask the student after they release a shot; “Did your sights naturally come back into alignment after the gun released the shot?” If they say “NO” you have the opportunity to create change! Illustrate that their current grip will not allow them the opportunity to shoot a fast second shot because they now have to take the time to realign the sights and go through the visual syntax required for precision accuracy.
Can you see how this is different from the traditional method of instruction: “You have a bad grip! Do this . . .”
When teaching a recruit with this learning strategy it is best to focus on the important things first and start by making small changes. If something isn’t completely broke, don’t try to fix everything all at once. Remember that a lot of small changes will eventually make up a big change.
When working with this student, each direction must be specific to the task at hand. Don’t try and give a lot of global benefits to the specific task. Give specific benefits with each specific task.
This student will need a lot of encouragement with each change and a whole lot of praise when he does well. The praise needs to be specific to the behavior you are trying to change.
Example: “I really liked how you were gripping the gun. It gave you the ability to shoot a very fast and accurate second shot!” Compared to the traditional way of praising; “Good shot!” which strokes the student’s ego, but does little for reinforcing the behavior required for success. (Please understand, my intent is not to criticize, for I still catch myself being to general with my praise at times. It can take time to change our own behavior, and awareness is the first step to change and improvement.)
This student will excel when allowed to work with other students. They like shooting games that have predicable results. This game playing will affect a right hemispheric response and accelerate their learning process.
ABSTRACT RANDOM LEARNER
Cerebral Right
The learning strategy of the “Abstract Random Learner” is generally creative, holistic, and synthesizing. They prefer abstract concepts, patterns, spatial data, and are better at processing whole concepts instead of partial concepts. They also fill in gaps, use intuition, prefer spontaneity, and non-linear thinking. This learner wants all the material in one big package all at once. They prefer to work independently. This learning strategy is characterized as thematic, emotional and interpretive which is very common of artists. With this learning strategy the instructor must demonstrate the complete act of shooting. The student needs to see, hear and get a sense of the whole process. It is important that the instructor demonstrates the act of shooting live fire in front of class. Many instructors will not shoot in front of their students. It is important to realize that if you don’t actually shoot and demonstrate the process, these students will be left without a vital piece of information, i.e. the benefit and end result of the process. The student needs that piece of the whole in order to comprehend the process.
To extenuate this demonstration the shooting process would be presented in an open format. This suggests that the demonstration is inclusive of the applications of the skills to be learned. By this we mean that the instructor presents a “situation” in which the recruit would actually apply the skill to be learned. The demonstration could include a build-up of when the shooting process would be utilized: “You’re in a bank and a masked man enters the bank and points a gun at a teller and demands money. You see an opportunity where the assailant is not focused on you and this is your opportunity to engage.” Then after prefacing the situation the instructor draws and makes the accurate shot at the target completing the sequence.
It is important that we meet the student’s learning model by allowing him to “fill in the gaps” of the situation presented. Let him fill in the “application gaps” using his creative imagination. Because this type of learner likes to fill in gaps, it is important that the instructor does NOT allow this student to fill in the gaps of the required elements for performing the skill. It is imperative that the instructor fill in the gaps of the ” skill’s elements” that need to be learned. It is critical that you present all the elements of marksmanship for successfully achieving precision accuracy. A multi-sensory enriched Power Point Program works like magic for a student who prefers an abstract random approach to learning.
It is also important that you allow this student the opportunity to practice alone. I’m not saying unsupervised, I’m suggesting you give him the opportunity to practice the skills without interpersonal coaching or group interrelated exercises such as game playing or competitive interaction. (Rarely do instructors allow the students the freedom of practicing on their own. i.e. “I want you to take the next 15 shots and practice 5 sets of “mozambiques on your own.”) This allows for self discovery and a deeper understanding and integration of the skill.
You will generally find that this style of learner represents his experiences kinesthetically. This can pose a problem with his ability to become immune to recoil. The key to assisting this person with recoil is by changing their emotional state so they can control the level of their emotional arousal. You can do this by using “fractionation”. (Refer to our article in the IALEFI Magazine, Issue #47, “The Neuro-Psychology to Peak Performance”) This will distract the natural kinesthetic tendency and create a resourceful state. CLICK HERE TO REVIEW THE ARTICLE
CONCRETE RANDOM LEARNER
Lower Right
The “Concrete Random Learner” lives in the kinesthetic-auditory world of music, feelings, relationships and physical movement. They detect tonality easily, tempo, and inflection in speech, but less of the content of the words. They rely more on hands-on experience and their own sensations and feelings about what they are doing. This learner gets “antsy” easily and wants to touch, feel, taste, construct, handle, manipulate and listen to the material. In addition they like more fun and surprises in class. They prefer to work with others. They are original, experimental, investigative, option-oriented and risktaking. They need challenges, like to dream, investigate and like concrete problems that can be solved with random non-linear means such as brainstorming.
If you are teaching the slow, smooth, rearward compression of the trigger, the tonality of your voice must reflect the speed and physical characteristics you require in the movement. Your voice must be slow. Your voice must be soft. Your voice must reflect a constant flowing quality that is smooth. If you are teaching the student to prep the trigger and you desire the slack to be drawn out of the trigger quickly, you must then reflect that quickness in your voice. “Once you have taken out the slack and you immediately feel the sears engage” . . . you will pause, “noticing the feeling and sensitivity to the trigger as you gently compress the trigger as the gun releases the shot.” Your voice must be ever so soft and the tone must drop, reflecting the calmness of the movement. This will also induce and reinforce the emotional state required for the execution of the motor skills required for a precision shot. Compare this approach to the traditional; “Front Sight – Press!” You can see the difference is dramatic between the style described and that of the traditional style of communicating. The difference in the results will be dramatic too!
I am sure you have noticed some students physically moving their hands as you verbalize the instructions. They are getting kinetically in touch with the information you are communicating in your presentation. It is their way of processing and learning the information. A strategy you can use to accelerate their learning process is to encourage the student to go through the movements as you explain and demonstrate. If you are teaching them the compression of the trigger on a single action semi automatic you would allow them to hold the gun and “dry fire” as they become sensitive to the sears engaging and better understand what it feels like to gently compress the trigger. An example of your instructions may sound like; “As your trigger finger makes contact with the trigger, I want you to become aware of the sensation of your finger making contact with the trigger. You’ll now lead and pace the student as they follow your instructions . . . Because you’ve taken up the slack in the trigger you may begin to notice the muscles in your trigger finger contracting as you gently compress straight back; that’s right gently compressing.” You can guide the student with your language, tempo and tonality into “Instant” success.
It is also important to realize that anytime you change the physical position of the gun from the the low ready position or waist level when they “dry fire” the gun, in contrast to when they bring the gun up to eye level and into the sighting plane, there is the possibility that their emotional state may change. The positioning the gun in front of a persons face may change the emotional state and alter the feeling of compressing the trigger. We have also found that the recruit’s eye dominance may become unstable or shift to the other eye due to the change of the inter-limbic relationships. Refer to our article in the IALEFI Magazine, Issue 44, “Insight To Eye Dominance”. CLICK HERE TO REVIEW THE ARTICLE
This student also gets “antsy” very easily. One reason is due to the process of getting in touch with the information, which is manifested in excessive body movement. If the stimulation gets to intensive the cognitive process of “what is being taught” will shift to their body sensations, thus causing over stimulation. Once this occurs new information will not be processed. You must deliver information in short intervals and allow for breaks or “Absorption Time” so their stimulated senses have the opportunity to subside and the information has the ability to process and organize itself.
CONCLUSION
Discover How to Supercharge Your Training
Every Law Enforcement & Military Firearms Instructor I know wants to do a good job and is often frustrated when they can’t get their students shooting with accuracy and consistency. If you continue using the traditional method of teaching marksmanship, it will only yield the same frustrating results.
There Is An Alternative!
Teaching an academy class with 40 recruits makes it difficult to identify and remember every individual recruits learning strategy. It is just as difficult to adjust your teaching style and strategy to meet every recruit’s specific needs every step of the way. At Insight Firearms Training Development we have spent 15 years of research to produce a more sophisticated method of teaching that incorporates every student’s learning style and strategy. This multi-dimensional method of teaching will give you the skills to easily enter your recruit’s reality and communicate information that will be clearly understood. It allows you to easily influence, create change, modify behavior and have all your recruits shooting with precision accuracy instantly. This is NOT hype. It Works Like Magic!
If you want to improve the qualification scores of your recruits, you must improve the way you impart information. By understanding the differences in how your students learn and by taking a more sophisticated approach in teaching today’s recruits, you will gain insight into how you can restructure the way you teach so every recruit can shoot qualification scores of 90% and better using 50% less ammunition and have those skills transfer to the street.
YOU MUST TAKE ACTION TO MAKE A DIFFERENCE
We look forward to meeting you at the next 2-Day Law Enforcement & Military Program. You too can make a difference!
Any assistance you can provide in making this process available to all law enforcement officers would be greatly appreciated, especially by those whose lives you will save!
Definition of INSANITY:
“Doing the same thing over and over again and expecting different results.”
Albert Einstein
Definition of INSIGHT:
“A new understanding of what you already know, that allows you to achieve, what you always believed to be impossible.”
Matt Seibert
Respectfully,
Matt Seibert & Sherrie Seibert
INSIGHT FIREARMS TRAINING DEVELOPMENT
PO Box 12293, Prescott, AZ 86304-2293
(928) 708-9208 Fax (928) 776-4668
seibert@insightfirearmstraining.com
www.insightfirearmstraining.com