Here is a quick thought:
Although Weapon transitions are mostly preventable, we do like to include it in FOFs. Especially since we recognized how even experienced shooters lack that skill under FOF to a certain degree.
Generally speaking, Observing decision ‘making’ and how motor skills are applied within FOF is something I find interesting. More specifically, I often see how students have particular difficulties in transferring essential, basic skills or techniques into a more realistic environment. Such as in force on force and at times, the real world.
For example - A transition from Primary to secondary due to malfunction or an empty gun. Examples:
(1)under the given context, Most individuals will move away first, rather than conduct a transition.
(2)soldiers who are way more experienced with their primaries will become fixated at fixing the gun rather than transitioning to a handgun.(3) And the top of the cake – individuals who do at some point transition to a secondary rarely have a perfectly symmetric presentation that is even remotely similar to what we see on the Webz. Interesting contrast.
While skill transfer has several dimensions, the instructional design, The learner, and the environment are commonly the general ‘areas’ of influence on transfer. But by so far when we look into the average shooting / tactical application of skills, the following aspects impact a lower transfer probability. For example:
1-Lack of variability in training, and rather very narrowed / isolated approach to teaching
2-Failing to prepare the student mentally
3-The student not being emotionally connected with the practice
4- Novelty
5- Inability to identify incidents/action before them taking place (a by-product of point 2)
6- Instructor Inability to connect context, trigger, and appropriate response. thus teaching principles or COA’s that aren’t even relevant to the situation at hand.
7 - exposure. Mistakes. Relevant feedback. Correction.
The point?
The student's ability to transfer what he learned into a more complex, realistic environment is an essential and desirable motor skill learning outcome. Understanding that just repetition of a skill, or mastering drills/quals, isn’t enough to guarantee transfer is KEY. The key to creating training that will give your student much more than just a training block and a good time in the park.
After all, we are not here for a good time.
We are here for performance.