Defensive Tactics PDF

Unit 1 Introduction Lesson 1 Overview of Defensive Tactics Program Lesson Goal At the end of this lesson, you will understand the structure and goals of the defensive tactics training program. The public often focuses attention on the decisions and methods that criminal justice officers prac...

Unit 1 Introduction Lesson 1 Overview of Defensive Tactics Program Lesson Goal At the end of this lesson, you will understand the structure and goals of the defensive tactics training program. The public often focuses attention on the decisions and methods that criminal justice officers prac- tice in use of force situations. Whether meeting resistance on the street or in a correctional facility, officers must be prepared to respond appropriately to control a situation where the officers and the public are in danger. The defensive tactics curriculum offers criminal justice basic recruits effec- tive, tactically sound, and legally defensible training in defensive tactics and control techniques. This course teaches recruits to select and properly execute techniques that are reasonable and necessary, given the circumstances and factors of a situation. ✅ HL411.1. Define defensive tactics Defensive tactics is a system of controlled defensive and offensive body movements that criminal justice officers use to respond to a subject’s aggression or resistance. These techniques are based on a combination of martial arts, wrestling, and boxing. The physical skills in defensive tactics require practice and repetition. Fitness, strength, agility, balance, and flexibility are vital to devel- oping these skills. The role of defensive tactics is to assist the officer in restraining or arresting a person. Depending on the situation, officers will use various levels of force in applying defensive tactics techniques. Any defensive weapon or technique has the potential to cause injury, great bodily harm, or death which is why it is so important to understand when and how to use appropriate techniques. This course provides basic recruits with training in the physical skills necessary for the use of force in controlling subjects and for self-defense. Although there is some classroom instruction, most of this course is physical training. Some instructions for techniques indicate using a specific side (for example, left hand or right foot). These are used for the sake of clarity. Any of these techniques can be reversed by switching left to right or vice versa. Chapter 4 Criminal Justice Defensive Tactics / 199  Unit 1 Introduction Lesson 2 Preparation for Defensive Tactics Training Lesson Goal At the end of this lesson, you will be prepared to participate in the defensive tactics training program and demonstrate stretching exercises, falling techniques, and recovery techniques. Physical Performance ✅ HL412.1. Apply strategies for optimal physical performance during a defensive tactics training program Because defensive tactics training is a physical endeavor, prepare for the activities required in this course by looking at your daily habits. Eat healthy food, get enough rest, and drink plenty of fluids to get the most out of this training. Making these changes will enhance physical performance and minimize the risk of injury. Defensive tactics skills require physical fitness, strength, agility, balance, and flexibility. Because flexibility reduces the risk of injuries, do stretching exercises every day. Warm-Up and Cooldown Exercises Begin and end each session with stretching exercises. A warm-up session raises the heart rate and increases blood circulation to the muscles, saturating them with oxygen. This helps your body prepare itself for physical activity. A cooldown after exercise redistributes blood flow, causing the metabolic rate to decrease. This process helps the muscles relax and prevents the tightening of muscles, which is vital for the body to recover. Stretching usually begins with a warm-up, such as running in place, jumping jacks, push-ups, or any calisthenics exercises that last for 15–30 minutes to warm up the muscles, and increase heart rate, respiration, and perspiration. The following examples of stretching exercises and techniques are suitable to prepare for defensive tactics training. Incorporating the listed techniques into your warm-up session can be beneficial since it readies you for training while also letting you practice fundamental techniques. 200 / Florida Basic Recruit Training Program (HL): Volume 2 Recommended Warm-Up Stretches Lunge and Twist Stand with feet about shoulder-width apart. Hold both arms in front of you with elbows bent at 90° horizontally. Step forward with your left foot into a lunge position. Be sure to keep your knee over your left foot; do not twist at the knee. From your torso, twist your upper body to the left, then to the right. Maintain a slow and controlled movement throughout the exercise. Slowly move your arms to center and step forward with the opposite foot and twist to the other side. Perform 10 repetitions per side. Knee Raises Stand with feet about shoulder-width apart. Bend your left knee and raise it up as high as you can toward the left side of your chest. At the same time, bend your left elbow and lower it to meet your left knee. Repeat this sequence with your right knee. Do 10 repetitions per leg. High Kicks Stand tall with your feet shoulder-width apart or closer. Raise your arms straight in front of you at shoulder height. Lift one leg up as high as possible. Keep the leg straight. Then lower the leg back down. Do the same with the other leg. Keep alternating legs. Arms stay stationary throughout the exercise. Do 10 repetitions per leg. Arm Swings While standing, hold both arms out to your side horizontally, making a “T.” Swing both arms in and cross them in front of your chest, then swing them back out to the side. Repeat this movement for 30 seconds. Arm Rotations While standing, hold both arms out to your side horizontally, making a “T.” Rotate arms in a circle. Do 10–15 repetitions clockwise and 10–15 repetitions counterclockwise. Arm Cross While standing, bring your right arm across your chest with the palm up. Keep your arm straight. Grasp your upper arm above the elbow with your left hand and slowly pull in toward and across your chest. Hold for 10–20 seconds and repeat with the left arm. Jump Squats Stand with your feet shoulder-width apart. Start by doing a regular squat, then tighten your core and jump up explosively. When you land, lower your body back into the squat position to complete one repetition. Land as quietly as possible, which requires control. Do 10–15 repetitions. Chapter 4 Criminal Justice Defensive Tactics / 201 Stationary Sprints Begin in a standing position. Raise and lower one knee at a time as if running in place. Alternate legs as quickly as possible. Do three sets of 10–15 second intervals. Wrist Rotations From a standing, kneeling, or sitting position, extend both arms out in front, then slowly rotate one wrist in a clockwise direction and the other wrist in a counterclockwise direction. Do two to three sets of 10–15 second intervals in each direction. Falling Techniques Falling techniques are useful if a subject attacks, pushes, or hits you with enough force to send you to the ground, or if you trip over an obstacle. ✅ HL412.2. Demonstrate falling techniques Falling properly reduces the potential for injury and minimizes the stunning effect associated with falling, so you can assume an effective defensive position. Returning to a defensive stance puts you in a position to defend against further attack or control the subject. Front Fall 1. Use loud, clear verbal commands throughout the application of the technique. 2. Extend your bent arms slightly in front of your chest as in a natural bracing position. 3. Fall forward to a prone position (lying on the stomach, face down) contacting the ground with the palms, forearms, and feet, turning your head to the side, and exhaling on impact. If falling with an unholstered weapon, make contact with the ground with just one palm. 4. Follow up with the appropriate action(s). (See Figure 4-1) Rear Fall 1. Use loud, clear verbal commands throughout the application of the technique. 2. Tuck your chin to your chest. 3. Squat and roll backward. 4. As your back makes contact with the ground, pull your arms in tightly, or you may swing both of your arms out at a 45o angle and strike the ground with the palms of both hands while exhaling. 5. Follow up with the appropriate action(s). (See Figure 4-2) 202 / Florida Basic Recruit Training Program (HL): Volume 2 Figure 4-1 Front fall Figure 4-2 Rear fall Chapter 4 Criminal Justice Defensive Tactics / 203 Side Fall 1. Use loud, clear verbal commands throughout the application of the technique. 2. Tuck your chin to your chest. 3. Squat and roll to the rear quarter and to one side. 4. Relax your body as you fall. 5. Don’t land flat. Reduce the shock by rolling after hitting the ground. 6. As your body makes contact with the ground, you may swing the same side arm and strike the ground with the palm to minimize impact. 7. Exhale to relax your body and to prevent having the wind knocked out of you. 8. Follow up with the appropriate action(s). (See Figure 4-3) Figure 4-3 Side fall 204 / Florida Basic Recruit Training Program (HL): Volume 2 Foundation This position allows you to be ready to engage the subject on the ground or to recover to a stand- ing position. From lying on the back: 1. Use loud, clear verbal commands throughout the application of the technique. 2. Using an extended arm, prop the upper body off the ground (posting). Posting is support- ing the balance of the body using a limb. 3. Bend the knees with feet on the ground. 4. Keep your free hand up in a defensive position to protect vital areas. 5. Follow up with the appropriate action(s). (See Figure 4-4) Figure 4-4 Foundation Chapter 4 Criminal Justice Defensive Tactics / 205 Recover to the Standing Position Your ability to get up safely from a ground encounter is critical. This technique prepares you to get back on your feet while protecting your face, head, body, and weapon from an aggressive subject. ✅ HL412.3. Demonstrate recovery techniques Use this technique to gain time and distance between you and the aggressive subject. If you do not gain distance, the subject may get on top of you or strike you while trying to get up and get away. From the foundation position: 1. Use loud, clear verbal commands throughout the application of the technique. 2. Stand up from the ground establishing a strong base. 3. Use an appropriate technique to gain distance and protect your vital areas. 4. Maintain an appropriate stance. 5. Follow up with the appropriate action(s). (See Figure 4-5) Figure 4-5 Recover to the standing position 206 / Florida Basic Recruit Training Program (HL): Volume 2 Hip Escapes Hip escapes allow you to move from side to side to avoid or defend against an attack. The move- ment in a hip escape is also known as shrimping. You can use shrimping to escape from certain ground positions, such as side control and full mount, which are discussed later in the lesson on ground control. 1. Use loud, clear verbal commands throughout the application of the technique. 2. From the foundation, tuck the chin to the chest to protect your neck and back of your head. 3. Push off with one foot, force your hips up, and push out toward the opposite side. Your hands will imitate a pushing motion, as if pushing the subject away. 4. Follow up with the appropriate action(s). (See Figure 4-6) Figure 4-6 Hip escape Chapter 4 Criminal Justice Defensive Tactics / 207 Sprawl A sprawl is usually used to defend against a subject who shoots in for a takedown. 1. Use loud, clear verbal commands throughout the application of the technique. 2. Shoot legs backwards, driving one hip down, which stops the subject’s forward momentum. 3. Your chest will make contact with the subject’s shoulder blades and drive the subject down. (See Figure 4-7) Figure 4-7 Sprawl 208 / Florida Basic Recruit Training Program (HL): Volume 2 Recommended Cooldown Stretches Neck Stretch While standing, lean your left ear to your left shoulder for a count of 10 seconds. Repeat on the opposite side. Stretch chin to chest and head to rear. Perform two to three sets in each direction. Straight Arm Behind Back Stretch While standing, place both arms behind your hips. With interlocking hands, slowly raise your arms behind your back for a count of 10–20 seconds. Keep your head upright and neck relaxed. Behind Neck Triceps Stretch While standing, raise your right arm above your head and bend your right arm. Your elbow will be above your head. Using the opposite hand, grasp your elbow and slowly pull toward the midline of your back, moving your hand in between your shoulder blades. Hold the stretch for 10–20 seconds, and repeat on the left side. Arm Crossed in Front of Chest While standing, bring your right arm across your chest with the palm up. Keep your arm straight. Grasp your upper arm above the elbow with your left hand and slowly pull in toward and across your chest. Hold for 10–20 seconds, and repeat with the left arm. Both Arms up Above Head Stretch While standing, raise both arms above your head. Keep your arms straight and interlock your fingers with the palms facing up. Reach upward slowly while reaching slightly backward. Hold for 10–20 seconds. Both Arms in Front of Chest Stretch While standing with your feet shoulder-width apart, bring your arms from an overhead position slowly toward the front of your body, while rounding the back and stretching the shoulder blades apart. Hold for 10–20 seconds. Butterfly Stretch While seated on the floor, bend your legs so that the soles of your shoes touch. Your legs should be relaxed and knees should be flat on the floor, if possible. (If you lack flexibility, your knees might not rest on the floor.) Lean forward from the waist with a straight back. Bring your head as close to your feet as possible. Hold for 10–20 seconds. Chapter 4 Criminal Justice Defensive Tactics / 209 Spinal Twist Sitting on the floor with your legs extended straight, bend your right leg and bring your right foot to the outside of your left leg next to the knee. Place your right hand behind your hips for support. Push your right knee to the left with your left elbow while turning your upper body to the right and rotating your shoulders as far as possible. Hold for 10–20 seconds, and repeat on the opposite side. Supine Knee Flex Stretch Lie on your back with your legs straight. Bring your right knee toward your chest, placing both hands below the knee while continually pulling the knee toward your chest. Hold the stretch for 10–20 seconds, and repeat on the opposite side. Seated Bent Knee Stretch While seated on the floor with both legs bent, bring your right ankle to your left knee. Support your upper body by placing your palms on the floor with fingers pointing away from your body. Bring both legs toward your chest. Hold the stretch for 10–20 seconds, and repeat on the opposite side. Modified Hurdler’s Stretch While seated on the floor, extend your right leg straight in front of your body. Bend your left leg and bring the sole of your left shoe to the inside of your straight leg. Lean forward from the waist and grasp the toes of your right foot while moving your chest as close to your straightened leg as possible. Hold the stretch for 10–20 seconds, and repeat on the opposite side. Straddle Stretch Sit on the floor with your legs straight out and spread your legs as far as possible. Grasp the toes of your right foot while leaning from the waist. Keep your buttocks on the floor and your back straight. Your chest should be directly over your right knee. Facing your right knee and keeping your back straight, lean your upper body forward toward the ground with your hands grasped as close to the right toes as possible. Hold the stretch for 10–20 seconds, and repeat on the opposite side. Drills Pummeling Drill Pummeling is a grappling technique used to gain the double underhook position, which is a dominant control position that can be used in a variety of takedowns and grappling techniques (for example, front takedown). An overhook is when your arm is over the subject’s arm and controlling that arm. An underhook is when your arm is under the subject’s arm and controlling the subject’s upper body. 1. Start with a partner. You each have an overhook with your right arm and an underhook with your left arm. 2. You both move your overhook arm to an underhook position at the same time. 210 / Florida Basic Recruit Training Program (HL): Volume 2 3. Continue this process and switch from overhook to underhook alternating sides each time. 4. Gradually increase resistance while both students attempt to gain the double underhook position. (See Figure 4-8) Figure 4-8 Pummeling Chapter 4 Criminal Justice Defensive Tactics / 211 Arm Drag Drill The arm drag is a technique where you pull the subject’s arm across your body to gain a dominant position. You can use the arm drag to set up a variety of grappling and takedown techniques (for example, escort position or rear takedown, discussed later in this chapter). 1. While facing the subject block and grab the subject’s right arm with your left arm and bring the subject’s arm across your centerline. 2. Use your right hand to reach across the subject’s body and grasp the back of their right arm just above the elbow. 3. Continue the drill in the same manner and alternate the target arm. (See Figure 4-9) Figure 4-9 Arm drag 212 / Florida Basic Recruit Training Program (HL): Volume 2 Cardiovascular Conditioning Cardiovascular training is any exercise that elevates the heart rate to a range of 60% to 85% of the maximum rate. When the heart rate is in that range, you are training in a cardiovascular or aerobic state. Cardiovascular training has many health benefits. In addition to burning calories and eliminating body fat, it strengthens the heart and lungs. Having a healthy heart can protect you from heart disease, which is the leading cause of premature death. Examples of cardiovascular exercises include walking, jogging, running, jumping rope, bicycling, swimming, and step aerobics. Rest Make sure you get enough rest and sleep to get the most out of your physical training. Nutrition A healthy diet and drinking enough water will also help you get the most out of your defensive tactics training. Essential Nutrients in Food Nutrient Function Sources provides energy; builds and repairs meat, poultry, eggs, legumes (such body cells; is part of various enzymes, as lentils), milk and milk products, protein hormones, and antibodies vegetables, nuts, seeds, seafood, and grains provides energy needed by the brain, breads, cereal grains, pasta, rice, fruit, carbohydrate nervous system, red blood cells, and vegetables, milk, and sugar other cells provides energy and essential fatty meat, poultry, fish, milk and milk acids; carries other fat-soluble products, nuts and seeds, oils, butter, nutrients (vitamins); is part of cell margarine, and salad dressing fat membranes, membranes around nerves, hormones, and bile (for fat digestion) Chapter 4 Criminal Justice Defensive Tactics / 213  Unit 2 Use of Force Lesson 1 Force Guidelines Lesson Goal At the end of this lesson, you will understand using reasonable and necessary force when taking a suspect into custody, when working in a correctional environment, or when defend- ing yourself or others. Chapter 776, F.S., governs all use of force by criminal justice officers. Even though the statutes refer to law enforcement officers, the legal guidelines regarding use of force apply equally to corrections and correctional probation officers. ✅ HL421.1. Identify elements of the Florida Statutes related to the use of force by criminal justice officers The statutes identify two general areas where an officer’s use of force is justified: to apprehend and arrest a subject, or to defend self or others. Section 776.05, F.S., addresses the issue of an officer using force to make an arrest: A law enforcement officer, or any person whom the officer has summoned or directed to assist him or her, need not retreat or desist from efforts to make a lawful arrest because of resistance or threatened resistance to the arrest. The officer is justified in the use of any force: (1) Which he or she reasonably believes to be necessary to defend himself or herself or another from bodily harm while making the arrest; (2) When necessarily committed in retaking felons who have escaped; or (3) When necessarily committed in arresting felons fleeing from justice. However, this subsection does not constitute a defense in any civil action for damages brought for the wrongful use of deadly force unless the use of deadly force was necessary to prevent the arrest from being defeated by such flight and, when feasible, some warning had been given, and: (a) The officer reasonably believes that the fleeing felon poses a threat of death or serious physical harm to the officer or others; or (b) The officer reasonably believes that the fleeing felon has committed a crime involving the infliction or threatened infliction of serious physical harm to another person. 214 / Florida Basic Recruit Training Program (HL): Volume 2 ✅ HL421.2. Explain the provisions of chapters 944 and 945, F.S., related to the use of force by state correctional and correctional probation officers While chapter 776, F.S., applies in general to all criminal justice officers, chapter 944, F.S., addresses the use of force specifically by state correctional and correctional probation officers. Chapter 945, F.S., establishes that the Department of Corrections has jurisdiction over the supervisory and protective care, custody, and control of inmates and offenders. Section 944.35, F.S., provides that: (1)(a) An employee of the department is authorized to apply physical force upon an inmate only when and to the extent that it reasonably appears necessary: 1. To defend himself or herself or another against such other imminent use of unlawful force; 2. To prevent a person from escaping from a state correctional institution when the officer reasonably believes that person is lawfully detained in such institution; 3. To prevent damage to property; 4. To quell a disturbance; 5. To overcome physical resistance to a lawful command; or 6. To administer medical treatment only by or under the supervision of a physician or his or her designee and only: a. When treatment is necessary to protect the health of other persons, as in the case of contagious or venereal diseases; or b. When treatment is offered in satisfaction of a duty to protect the inmate against self-inflicted injury or death. Objective Reasonableness ✅ HL421.3. Explain the concept of objective reasonableness The courts use objective reasonableness to decide whether an officer’s use of force is an appropri- ate response to a subject’s resistance. Appropriate force is the amount of force reasonably neces- sary to make an arrest. The U.S. Supreme Court said in Graham v. Connor, 490 U.S. 386 (1989), that the reasonableness of a particular use of force must be judged from the perspective of how a reasonable officer on the scene would respond, rather than from the 20/20 perspective of hind- sight. To determine if an officer’s actions were objectively reasonable, the courts look at the facts and circumstances the officer knew when the incident occurred. Chapter 4 Criminal Justice Defensive Tactics / 215 ✅ HL421.4. Explain that subject resistance and officer response may change rapidly Courts recognize that criminal justice officers must make split-second judgments about the amount of force needed in a particular situation under circumstances that are tense, uncertain, and quickly changing. The officer’s reasons for using force must be consistent with constitutional and statutory law, as well as agency policies and training guidelines. The Supreme Court has made clear that use of force is a seizure under the Fourth Amendment. Correctional officers must also consider that use of force may violate the Eighth Amendment’s prohibition against cruel and unusual punishment. An officer’s agency may establish the specific techniques, tactics, and applications that an officer may use in an encounter with a resistant subject. Authority to Use Force Much litigation against criminal justice officers is not about the amount of force used, but whether the use of force was permitted at all. Though the law grants criminal justice officers the right to use force, this right is conditioned on their official authority. ✅ HL421.5. Apply the legal authority for an officer’s response to a subject’s resistance Correctional officers have full-time authority over inmates due to the inmates’ sentence and loss of certain rights. A law enforcement officer is authorized to use only the force reasonably neces- sary to accomplish lawful objectives. This may be established by the officer’s reasonable belief, or reasonable suspicion, that a crime has been, is being, or is about to be committed. Escalation, De-escalation, and Disengagement Force decisions may escalate and de-escalate rapidly in relation to the perceived threat. An officer’s goal is to achieve subject compliance. Compliance is the verbal or physical yielding to an officer’s authority without apparent threat of resistance or violence. ✅ HL421.6. Explain escalation, de-escalation, and disengagement Escalation, de-escalation, and disengagement are important concepts in making legally and tacti- cally sound, reasonable responses to resistance. Escalation is increasing the use of force or resis- tance. De-escalation is decreasing the use of force or resistance. Disengagement is discontinuing a command or physical use of force, for example, by breaking away from a subject. Officers are legally permitted to escalate their use of force as the subject escalates their level of resistance. ✅ HL421.7. Explain how the injury potential to an officer may affect their response The officer’s choices are determined by the subject’s actions and the risk of physical harm posed to the officer or others. Once the officer gets control or compliance, they must de-escalate the use of force. Under certain circumstances, disengagement may be the best tactical option, for example, 216 / Florida Basic Recruit Training Program (HL): Volume 2 when the officer is waiting for backup, when the officer is injured or outnumbered, or when the suspect has superior firepower. If you place a subject in a prone position to apply restraints, remove them from the prone position, and place them into a position of comfort as soon as practical. Assess the subject to make sure they are responsive and not in distress. Remember that in all of the defensive tactics you employ, the subject’s safety is your responsibility. Structure of the Force Guidelines The force guidelines provide a framework for making decisions involving the reasonable use of force by criminal justice officers. The structure of the force guidelines is based on constitutional considerations and case law and describes appropriate decision-making in a fluid and dynamic situ- ation. The guidelines consider the relationship between subject resistance and various situational factors in determining the officer’s response options. Subject Resistance Levels ✅ HL421.8. Define passive resistance Passive resistance is a subject’s verbal or physical refusal to comply with an officer’s lawful direc- tion, causing the officer to use physical techniques to establish control. Some examples of passive resistance include: a subject refusing to move at the officer’s direction a subject refusing to leave the vehicle when arrested during a traffic stop a subject refusing to take their hands out of their pockets or from behind their back ✅ HL421.9. Define active resistance Active resistance is a subject’s use of physically evasive movements directed toward the officer, such as bracing, tensing, pushing, or pulling to prevent the officer from establishing control over the subject. Some examples of active resistance include: a subject physically hanging on to a person or object to keep from being removed a subject bracing or pulling away from the officer when the officer grips their arm a subject trying to run when the officer touches or tries to grab the subject’s arm or shoulder ✅ HL421.10. Define aggressive resistance Aggressive resistance is hostile, attacking movements that may cause injury but are not likely to cause death or great bodily harm to the officer or others. Chapter 4 Criminal Justice Defensive Tactics / 217 Some examples of aggressive resistance include: a subject balling up their fist and approaching the officer a subject pushing the officer back as the officer tries to take them into custody a subject grabbing any part of the officer’s body ✅ HL421.11. Define deadly force resistance Deadly force resistance is hostile, attacking movements with or without a weapon that create a reasonable perception by the officer that the subject intends to cause and has the capability of causing death or great bodily harm to the officer or others. Some examples of deadly force resistance include: a subject refusing to drop a knife when ordered to by an officer and choosing to move toward the officer a subject shooting or pointing a gun at an officer or other person a subject using a vehicle to try to run down an officer Officer Response Options Try to resolve a situation with the least amount of force necessary. Command presence and verbal communication often will defuse many volatile situations. Sometimes, though, these are not enough, or you may not have a chance to use them. You may have to use physical force to gain control. Physical force includes physical control, using less lethal weapons, and deadly force. You need not apply force in gradually increasing steps to justify physical control or even deadly force. Instead, you should respond with force that is reasonably necessary for the circumstances in each situation. ✅ HL421.12. Demonstrate officer presence Officer presence is your ability to convey to subjects and onlookers that you are able and ready to take control. Subjects’ and onlookers’ reactions to you depend on their perceptions of how you present yourself. Be aware of and interpret non-verbal communication. Some movements and gestures can be clues to escalating aggression, such as clenched fists, shifting feet, or hidden hands. Subjects also observe your actions to determine your attitudes and intentions. Officer presence is your first response to any situation. By simply arriving on the scene, an officer affects a subject or situation. Command presence is your demeanor and the way you exhibit confidence through erect posture, alertness, and attention to surroundings. It is how you carry yourself. Your presence can determine whether a subject’s resistance escalates or de-escalates. A good command presence projects an image of confidence in your skills and abilities to perform the task at hand. Command presence includes personal appearance (your uniform and personal grooming). 218 / Florida Basic Recruit Training Program (HL): Volume 2 ✅ HL421.13. Define physical control Physical control is achieving compliance or custody through the use of empty-hand or leverage- enhanced techniques, such as pain compliance, transporters, restraint devices, takedowns, and striking techniques. These techniques will be discussed later in this chapter. ✅ HL421.14. Define less lethal weapon A less lethal weapon is not fundamentally designed to cause death or great bodily harm. Some examples include electronic control devices (ECD), conducted electrical weapons (CEW), expand- able batons, flashlights, and chemical agent sprays. ✅ HL421.15. Discuss deadly force in relation to defensive tactics Recall from Chapter 3, Firearms, that deadly force is likely to cause death or great bodily harm. Some examples include using a firearm, eye gouges, empty-hand strikes to the throat, and impact- weapon strikes to the side of the neck. Section 776.06, F.S., states: (1) The term “deadly force” means force that is likely to cause death or great bodily harm and includes, but is not limited to: (a) The firing of a firearm in the direction of the person to be arrested, even though no intent exists to kill or inflict great bodily harm; and (b) The firing of a firearm at a vehicle in which the person to be arrested is riding. Section 776.07, F.S., states: (2) A correctional officer or other law enforcement officer is justified in the use of force, including deadly force, which he or she reasonably believes to be neces- sary to prevent the escape from a penal institution of a person whom the officer reasonably believes to be lawfully detained in such institution under sentence for an offense or awaiting trial or commitment for an offense. Using deadly force may be an officer’s first and only appropriate response to a perceived threat. Deadly force does not necessarily mean that someone dies from the force used. It can cause great bodily harm or no harm at all. For example, striking the throat is deadly force even if the officer misses the target. ✅ HL421.16. Identify what is needed to justify using deadly force The decision to use deadly force is a serious one. Base your decision to use deadly force as a defen- sive tactic on a clear, reasonable belief that you, a fellow officer, or another person faces imminent danger of death or great bodily harm. Chapter 4 Criminal Justice Defensive Tactics / 219 ✅ HL421.17. Identify the circumstances when an officer has the duty to intervene Officers have a legal responsibility to prevent excessive use of force, or intervene during an exces- sive use of force encounter by other officers. Section 943.1735, F.S., defines excessive use of force as force that exceeds the degree of force permitted by law, policy, or the observing officer’s employ- ing agency. To intervene, an on-duty officer must: observe another officer engaging, or attempting to engage, in excessive use of force choose an intervention that is reasonable based on the totality of the circumstances not jeopardize their own health or safety Factors for Deciding to Use Deadly Force Officers use three criteria for making deadly force decisions: ability, opportunity, and intent. ✅ HL421.18. Identify the subject’s ability, opportunity, and intent as they relate to the officer’s response to resistance Ability refers to the subject having the means to carry out their intent to cause death or great bodily harm. An officer must determine whether the subject has the necessary means to cause death or great bodily harm to the officer or others. A weapon is not required; a subject must have only the apparent ability to carry out the intent. If the subject seems physically able to cause death or great bodily harm, then they have the ability. For example, a 6’4”, 250-pound muscular man threaten- ing to do bodily harm to an officer does not necessarily need a weapon. By virtue of their size and physical condition, they have the apparent ability. Opportunity means the subject is capable of acting on a plan to cause death or great bodily harm to the officer or others. The subject’s weapon often determines opportunity. For example, a suspect armed with a knife is perhaps not an immediate threat to an officer standing far away. However, the same person standing closer or carrying a firearm certainly has the opportunity to carry out the intent to cause death or great bodily harm. Intent is a subject’s intention to voluntarily make the bodily movement that becomes the act to commit a criminal offense. This can be viewed as a reasonably perceived, imminent threat to an officer or others based on a person’s actions, behaviors, words, or other indicators. It is a percep- tion derived from the totality of the circumstances. Officers should use the amount of force necessary and reasonable for the situation. If ability, oppor- tunity, and intent are present and you cannot control the threat using lesser means, then deadly force is justified. When resistance de-escalates, so must your response. 220 / Florida Basic Recruit Training Program (HL): Volume 2 Totality of Circumstances ✅ HL421.19. Explain what totality of circumstances means The totality of circumstances test considers the overall facts of a situation to determine if you had the authority to detain someone for committing a crime or to perform a legal search. In reference to defensive tactics, this also is a term the court uses to refer to all facts and circumstances known to the officer at the time, or reasonably perceived by the officer at the time, as the basis for a use of force decision. The courts will look at the totality of circumstances in determining whether the decision was objectively reasonable and, therefore, legally justified. The totality of circumstances includes consideration of the subject’s form of resistance, all reasonably perceived situational factors that may have had an effect on the situation, and the response options available to the officer. ✅ HL421.20. Identify various situational factors that may influence the use of force Some situational factors may include: the severity of the crime the immediate threat of the subject the subject’s mental or psychiatric history, if known to the officer the subject’s violent history, if known to the officer the subject’s combative skills, if known to the officer the subject’s access to weapons, if known to the officer the innocent bystanders who could be harmed the number of subjects versus number of officers the duration of the confrontation the subject’s size, age, weight, and physical condition the officer’s size, age, weight, physical condition, and defensive tactics expertise the environmental factors, such as physical terrain and weather conditions ✅ HL421.21. Apply reasonable and necessary force to given situations The force guidelines are a framework criminal justice officers can use for making decisions involving the reasonable use of force. The guidelines recognize that officers make use of force decisions based on the totality of circumstances at the time of an incident. Circumstances are fluid and dynamic. Responding properly requires constant assessment as the situation changes. Chapter 4 Criminal Justice Defensive Tactics / 221  Force Guidelines—The Decision-Making Process Subject Resistance Situational Factors Is the subject verbally or physically resisting What subject factors influence this situation? my lawful authority? Weapon? Physical size? Demeanor? Others? Is the subject making attacking movements What officer factors influence this situation? that are not likely to cause death or great Training? Experience? Physical size? Others? bodily harm? What environmental factors influence this Is the subject making attacking movements situation? Weather? Location? Presence that are likely to cause death or great of others? bodily harm? Justification Officer’s Response Were my actions reasonable based on the Can I physically control the subject? subject’s resistance and the totality of the circumstances? Could I use a less lethal weapon not meant to cause death or great bodily harm? Am I able to articulate the reasons for my actions? Is deadly force the appropriate option to prevent death or great bodily harm to myself Was I in compliance with constitutional and or others? state laws, agency policies, and training? Use of Force Reporting Many agencies require an additional report any time an officer uses force to control a subject. To properly defend a use of force decision, you need to clearly articulate, or put into words, the basis for your decision to use force. You should include the factors that establish your perspective from the totality of circumstances at the time you decided to use force. For example, if you used deadly force, state exactly what you saw and felt, what actions and behaviors the subject exhibited, and any other relevant infor- mation that created your perception that the ability, opportunity, and intent to cause great bodily harm or death existed. Simply stating in a report, “the suspect threatened me,” is not a sufficient basis for justification. Remember that the contents of a use of force incident report will be seen by supervisors, prosecu- tors, defense attorneys, judges, and the public. You should be thorough and include the factors used in any use of force decisions since information added later could be viewed with skepticism and could be inaccurate. 222 / Florida Basic Recruit Training Program (HL): Volume 2  Unit 2 Use of Force Lesson 2 Survival Stress Reaction Lesson Goal At the end of this lesson, you will recognize the effects of survival stress on the body and mind during a critical incident. A person’s coping mechanisms govern their ability to manage stress. Generally, a person’s percep- tion of self-harm determines if they view a situation as a challenge or a threat. For example, one officer engaged in a verbal confrontation with a subject might consider this interaction a chal- lenge. However, when the subject suddenly lunges at the officer with balled fists, the officer might consider this a threat. Another officer may view the initial verbal confrontation as a threat instead of a challenge. Survival Stress Survival stress is sometimes called fear-induced stress or combat stress. Survival stress is the body and mind’s response to a perceived threat. The stronger you perceive the threat, the stronger your body and mind will react. This will increase your anxiety level. Anxiety levels vary depending on the situation and your experience and training. As anxiety increases or decreases, it creates a psychological imbalance. ✅ HL422.1. Explain how survival stress affects confrontation between a subject and an officer Depending on how you assess the threat, your physiological response may vary. This may cause many mind-body responses, including an elevated heart rate, increase in respiration, and the pausing of digestion. These effects may lead to intense changes in your physical ability and decision-making. ✅ HL422.2. Describe the four instinctual reactions when experiencing survival stress People are likely to react to survival stress in one of four ways: fight, flight, posture, or submit. During an encounter, survival stress may occur in the subject, the officer, or both. Some subjects may fight or flee while others, given the same set of circumstances, may decide to submit. To submit is to completely relinquish control to another. Subjects might also become verbally and physically threatening, indicating they may resist by assuming a threatening posture. Conversely, the officer might posture by displaying a show of force without actually using force. The officer might choose to disengage from an overwhelming threat or decide to engage and take control of the subject. Chapter 4 Criminal Justice Defensive Tactics / 223 Consider this example: An officer gives a man a command. The man postures by expanding his chest and begins to speak loudly, shouting, “You’re not taking me!” He strikes his chest with his open hands while stepping back and forth, side to side as he yells the same words over and over. The officer can choose to display a higher level of force by elevating voice commands and draw- ing an intermediate weapon, such as a baton (posturing). The man may back down (submit) and follow the officer’s verbal directions with no force used. However, if the man does not submit to the officer’s authority, his posturing may indicate that he is about to fight or is preparing to run (flee). ✅ HL422.3. Describe the psychological changes that may occur while experiencing survival stress When in a threatening situation, your body and mind adapt to help you react to threats by releas- ing stress hormones. Understanding these psychological and physiological changes will help you better manage them before, during, and after an encounter. Physiological Changes Under Stress ✅ HL422.4. Describe the physiological changes that may occur while experiencing survival stress When facing extreme anxiety, you may experience physical changes within your body. One or more of the following symptoms of survival stress may occur: increased heart rate and respiration diminished or amplified hearing distorted vision (for example, tunnel vision, inability to see close objects with detail, or fixating on one location and not seeing other details of the event) loss of bladder and bowel control increased reaction time motor performance changes loss of fine motor skills (the muscle control required to make small, precise movements, such as unlocking handcuffs with a key) heavier reliance on gross motor skills (movements of the large or major muscles of the body to do things like run, punch, or kick) loss of complex motor skills (tasks that require a combination of fine and gross motor skills using hand-eye coordination timed to a single event, such as driving a vehicle) 224 / Florida Basic Recruit Training Program (HL): Volume 2  complete breakdown of motor skills (freezing or submitting) occurrences seeming faster or slower than they are objects appearing closer or farther than they are Decision-Making Under Stress ✅ HL422.5. Describe the impact that survival stress may have on an officer’s decision-making Decision-making becomes more difficult in stressful situations. Instead of using a deliberate thought- ful analysis, you may rely on short, concise mental shortcuts. These mental shortcuts allow people to solve problems and make judgments quickly and efficiently. They shorten decision-making time and allow you to function without constantly stopping to think about the next decision or course of action. These types of “short-cut decisions” are based on training and experience. The less time you have to make a decision, the more likely you are to make a mistake in judgment. You can offset this issue by increasing your training. Speech Patterns Under Stress ✅ HL422.6. Describe the changes that may occur in speech patterns while experiencing survival stress Signs of stress often show up in vocal quality and speech pattern. High-stress situations can cause vocal cords to constrict and lead to a higher pitch in the voice and sometimes cracking or garbled sounds result. This can affect the clarity of radio communications. An officer might speak emotionally or without thinking on the scene and after an incident. The offi- cer may curse, brag, or boast. This is due to being in a high state of stress both during and directly after an incident. At times, officers in this situation do not remember or may even regret what they have said. This phenomenon might be called “exhilaration speech,” statements brought on by a euphoric feeling of accomplishment after prevailing in a critical incident. Officers may speak without stopping while in an anxious state. During an internal investigation, they may say things that are not helpful to the investigation and may make their account seem unreliable. In the presence of a suspect, this speech pattern can erode an officer’s command pres- ence and give the appearance of not being in control. Chapter 4 Criminal Justice Defensive Tactics / 225 Threat Awareness The Threat Awareness Spectrum is an illustration of how survival stress may affect your reaction to a perceived challenge or threat. Threat Awareness Spectrum Condition White Condition Yellow Condition Orange Condition Red Condition Black Unaware that a General Recognition that Specific threat Threat threat exists awareness of a threat exists identified and mismanaged possible threats appropriate due to panicked actions taken stress response Attention is Attention is Awareness of a The threat Survival stress unfocused or focused, and the specific threat is assessed functions preoccupied, officer scans the encourages and managed break down. and the officer environment for preplanning and through Submission or is oblivious potential threats. more intense intensified freezing may to potential focus. Physical cognitive occur. An officer danger in their indicators of and physical may overreact, environment. stress may reactions. underreact, or become evident. Survival stress not react to a functions situation. become optimum. Example: Example: Examples: Examples: Examples: A person drives While on the job, A patrol officer The patrol officer The patrol officer to work and does an officer is in a sees a vehicle initiates the plan panics and may not remember state of relaxed backed into a to engage the not respond the drive awareness and parking space at suspects as they effectively. (automatic pilot). notices what a convenience exit the store. is going on. store with the engine running, considers the possibility of a robbery in progress, and begins tactical planning. A correctional The correctional The correctional officer sees officer initiates officer panics and an inmate the plan may not respond with possible to engage effectively. contraband and the inmate. begins forming a plan of action. Source: Jeff Cooper, Principles of Personal Defense 226 / Florida Basic Recruit Training Program (HL): Volume 2 ✅ HL422.7. Identify the desired state of awareness or readiness an officer should maintain while on routine duty Your desired state of awareness while on routine duty is Condition Yellow. This is the optimum state of mind to remain focused while scanning for potential problems. From Condition Yellow, you can quickly move to Condition Orange or Condition Red, based on the situation. Condition White and Condition Black are not optimum states of readiness while on duty. Coping With the Effects of Survival Stress ✅ HL422.8. List techniques that may assist an officer in managing the effects of survival stress Survival stress is a mind-body reaction to fear. You can increase your coping skills and better prepare for the effects of stress by doing the following: preplan stay physically fit get enough rest keep a nutritious diet use controlled breathing techniques rely on techniques that involve gross motor movements rather than fine motor skills train under realistic environmental conditions designed to mirror high-stress scenarios anticipate the possibility of resistance with every subject encounter stay proficient in physical and mental skills stay proficient with firearms and other issued equipment Be aware that officers who have experienced an extremely stressful situation, such as an officer- involved shooting, may later show signs of post-traumatic stress disorder. Chapter 4 Criminal Justice Defensive Tactics / 227  Unit 3 Defensive Tactics Techniques Lesson 1 Fundamental Principles of Defensive Tactics Lesson Goal At the end of this lesson, you will understand the fundamental principles used in defensive tactics techniques. Fundamental Principles of Defensive Tactics To properly and effectively perform defensive tactics techniques, you must be able to apply certain fundamental principles. ✅ HL431.1. Describe the fundamental principles of applying defensive tactics Balance—maintaining a balanced posture is essential in performing any technique. To achieve balance, your head and hips must be aligned and your weight distributed evenly between your feet. If any one of these points is misaligned, you are not in balance. Balance displacement is a controlling technique used to break the subject’s balance through the use of leverage principles. Leverage—using a great force against a weaker resistance. It is used in conjunction with joint manipulation or pain and mechanical compliance to gain control. Pain compliance—a subject’s response to a combination of pain and verbal commands to stop resisting. ✅ HL431.2. Describe how to gain control over a subject when applying defensive tactics Mechanical compliance—an officer may gain control over a subject by applying pressure or lever- age on a joint by locking it up so that no movement of the joint is possible, causing the subject to comply with verbal direction. Joint manipulation—an officer may gain control over a subject by bending or twisting a joint in a direction that will cause pain or discomfort to the joint. Motor dysfunction—an officer may gain control over a subject by using an incapacitation technique that causes temporary impairment of muscular control. 228 / Florida Basic Recruit Training Program (HL): Volume 2  Figure 4-10 Clinch Penetrating strike—when an officer strikes a muscle so that the striking object penetrates the muscle and nerves of the target area. This is a full transfer of kinetic energy that increases the power of the strike. For maximum effectiveness, most strikes are delivered using penetration so that the striking object stays on or indented in the target for an instant, allowing for energy transfer. Clinch—a technique that involves holding a person tightly in a close position. You can use the clinch with striking techniques, to transition to a takedown, or as a stalling technique. (See Figure 4-10) Chapter 4 Criminal Justice Defensive Tactics / 229  Unit 3 Defensive Tactics Techniques Lesson 2 Communication and Commands Lesson Goal At the end of this lesson, you will understand the components of verbal direction. Communication is crucial at all levels of a use of force exchange. Unlike a category of force, commu- nication is a part of all officer-subject interactions. Effective communication on your part can help de- escalate a situation. You are encouraged to use communication before, during, and after a confrontation. Communication is necessary to continually gauge compliance. In a use of force situ- ation, resistance begins when a subject fails to comply with an officer’s lawful commands. When an officer gives a verbal command, an evaluation will determine if escalation may become necessary. Communication is exchanging information through verbal and non-verbal methods. It provides valuable insight into the likelihood of cooperation and compliance of a subject. Dialogue is a controlled, unemotional communication between an officer and a subject aimed at problem-solving and communication. Used as a strategy, dialogue is intentionally designed to gain rapport and exchange information. ✅ HL432.1. Describe the components of appropriate verbal direction Verbal direction is the use of proper, clear, and concise commands to let a person know what you need or expect them to do. The ability to give verbal direction is usually the first step in control- ling the subject’s actions. Establish yourself as a criminal justice officer. Give clear and concise commands. Make sure that your commands are loud enough for the subject to hear. Touch is a non-threatening, non-custodial physical contact and can be used to support or emphasize a verbal command. It can be effective to enhance your communication; however, before applying touch, consider its use carefully to avoid escalating a person’s resistance. 230 / Florida Basic Recruit Training Program (HL): Volume 2  Unit 3 Defensive Tactics Techniques Lesson 3 Threat Assessment and Response Lesson Goal At the end of this lesson, you will understand the process of assessing a threat and be able to demonstrate appropriate responses. Though it may be difficult to determine factors that constitute a specific threat, there are certain facts, circumstances, and conditions that, when taken together, may be perceived as threatening. ✅ HL433.1. Identify the need for conducting a threat assessment How you assess a situation and the level of threat you perceive will influence how you respond. The more information you have, the better prepared you will be to effectively assess the situation. You should consider all factors, whether obvious or not, when assessing threats. Recognize that threats may be fluid and constantly changing. Continuously analyze situations for their threat potential. Subject Behavior ✅ HL433.2. Identify verbal and non-verbal cues in assessing threats Certain verbal and nonverbal cues indicate the possibility of the subject’s aggression or postur- ing. Verbal cues may include abnormal stuttering, serious and explicit swearing, and specific verbal threats. Non-verbal cues may include: increased breathing stopping of all movement clenched fists and quivering hands refusal to show palms of hands reddened or flushed face prominent expanding veins on face and forearms shifting of shoulders or change of stance glancing at a target area (target glance) Chapter 4 Criminal Justice Defensive Tactics / 231  ignoring the officer rapid, angry movements Be aware of unusual symptoms that a subject may exhibit upon initial contact or that may develop or intensify during the course of a confrontation. These symptoms may indicate serious issues, such as physical illness, mental illness, drug reaction or overdose, or post-traumatic stress disor- der. When confronting a subject with unusual symptoms, immediately request medical assistance. Be careful of the position in which the subject is restrained. Take care to maintain an open airway, and ensure continuous breathing and proper circulation until medical help arrives. Environmental Factors Some potential environmental factors to consider in threat assessment include weather, traffic conditions, terrain, and the presence of animals, bystanders, and potential weapons. Stances When you interact with a subject or encounter a situation that you believe poses a potential threat, assume one of the following stances, as appropriate. Stances refer to how you stand when you interact with a subject or when they approach you. Interview Stance ✅ HL433.3. Demonstrate the interview stance 1. Stand with head, hips, and feet aligned. 2. Plant your feet shoulder-width apart with the knees slightly bent. 3. Angle your body to the subject with the strong side away. 4. Place your hands above waist level. Offensive Ready Stance ✅ HL433.4. Demonstrate the offensive ready stance 1. Stand with your head, hips, and feet aligned and your chin tucked. 2. Plant your feet slightly wider than shoulder-width apart with the knees slightly bent. 3. Angle your body so that your strong side is away from the subject. 4. Place your hands just below eye level and toward your center. (See Figure 4-11) 232 / Florida Basic Recruit Training Program (HL): Volume 2  Figure 4-11 Interview and offensive ready stance Relative Positioning ✅ HL433.5. Identify relative positioning When preparing to approach a subject, place yourself in the safest possible position. Relative positioning describes where you stand or position yourself in relation to the subject. (See Figures 4-12 and 4-13) Body movement refers to how you approach a subject or enter a scene. The manner and direc- tion from which you approach a subject and the distance you maintain from them throughout the interaction are based on your assessment of the threat and potential harm present. ✅ HL433.6. Demonstrate how to maintain a minimum reactionary gap The reactionary gap is the distance you must keep between you and the subject to react effec- tively against a sudden threat (see Figure 4-14). This distance is generally 6–9 feet if you have visual control of the subject’s hands, or 25 feet when you cannot see their hands. ✅ HL433.7. Identify the danger zone The area within the reactionary gap is the danger zone. Any time you are in the danger zone, the potential for physical harm increases. If you need to close the reactionary gap, do so as quickly as possible while maintaining good balance. Visual control of the hands is the ability to see both of the subject’s hands and to know that they are not holding any weapons. Chapter 4 Criminal Justice Defensive Tactics / 233  Figure 4-12 Relative positioning diagram Figure 4-13 Relative positioning 234 / Florida Basic Recruit Training Program (HL): Volume 2 ✅ HL433.8. Demonstrate hand clearing When approaching a subject, you may use the following hand-clearing technique: 1. Maintain an appropriate reactionary gap. 2. Visually scan the area for potential threats. 3. Assume an appropriate stance. 4. Identify yourself as an officer, if appropriate. 5. Use clear, concise verbal commands. 6. Tell the subject to expose both palms. (See Figure 4-14) Figure 4-14 Reactionary gap and hand clearing Chapter 4 Criminal Justice Defensive Tactics / 235 ✅ HL433.9. Define reaction time principle Reaction time principle is the amount of time it takes for the brain to process a physical threat and the body to respond. This process involves perceiving and analyzing the threat, forming a strategy, and initiating motor action(s). In other words, the officer sees the threat, figures out what to do, and then takes action. The person who effectively manages the distance in a use of force encounter has a better chance of success. This applies during grappling and striking. Managing distance does not only mean moving away from a threat; it can also mean closing distance between you and the subject. Managing the distance helps you control the encounter. Always consider environmental factors, such as being surrounded by a crowd or being in a confined area. Evasion and Redirection ✅ HL433.10. Demonstrate evasion and redirection techniques Use evasion and redirection movements to avoid or redirect an attack. Evasion is simply shifting your body or sidestepping to avoid the attack. Redirection is using empty-hand techniques to move the subject away. Using evasive and redirecting tactics may allow time to disengage, escape, or use other force options (such as blocks or strikes). (See Figures 4-15 and 4-16) Figure 4-15 Evasion 236 / Florida Basic Recruit Training Program (HL): Volume 2 Figure 4-16 Redirection Chapter 4 Criminal Justice Defensive Tactics / 237  Unit 3 Defensive Tactics Techniques Lesson 4 Pressure Points Lesson Goal At the end of this lesson, you will understand the concept of pain compliance and its use in controlling resistant subjects and be able to demonstrate how to apply a pressure point technique. Pressure points are techniques used to control resistant behavior by using pain compliance. Pres- sure or leverage is applied using a fingertip or thumb tip to target a nerve, joint, or sensitive area, causing pain and compliance to verbal direction. These techniques do not work on every person or in all situations, but they are generally effective. ✅ HL434.1. Demonstrate pressure point techniques The two main components of pressure point techniques are: touch pressure—touching the location of a nerve or sensitive area and applying continual, uninterrupted pressure with the tip of the finger(s) or thumb until the subject complies stabilization—immobilizing the subject’s head so the subject cannot move or escape; be careful not to apply too much pressure or torque on the neck or spine when stabiliz- ing the head As soon as the subject complies by obeying your commands, release pressure to stop the pain. On all pressure point techniques, applying pressure longer than three to five seconds without a response may result in an adrenaline surge. This may cause the subject to exhibit symptoms similar to survival responses, an inability to feel pain, extraordinary strength, or selective hearing. Use caution when applying a pressure point technique. The subject’s hands are free and you must move inside the danger zone. Also, be aware of the possibility of being bitten by the subject. Pressure point techniques covered in this lesson include: under the jaw hollow behind the ear hollow behind the collarbone elbow under the shoulder blade 238 / Florida Basic Recruit Training Program (HL): Volume 2 Under the Jaw Use this technique when you want a seated, kneeling, or prone subject to stand up. 1. Approach the subject safely. 2. Use loud, clear verbal commands to let the subject know what you want them to do. 3. Stabilize the subject’s head. Locate the pressure point(s) under the jawbone. 4. Apply pressure until the subject is compliant. 5. Decrease the pressure when the subject complies. Do not release control, just the pres- sure. If the subject begins to resist again, reapply the pressure. 6. Follow up with the appropriate action(s). (See Figure 4-17) Figure 4-17 Pressure points – under the jaw A and B Chapter 4 Criminal Justice Defensive Tactics / 239 Hollow Behind the Ear Use this technique on a seated or prone subject or on a subject who is holding onto a fixed object. 1. Approach the subject safely. 2. Use loud, clear verbal commands to let the subject know what you want them to do. 3. Stabilize the subject’s head. Locate the pressure point in the hollow behind the ear. 4. Apply pressure inward and toward the nose until the subject complies. 5. Decrease the pressure when the subject complies. Do not release control, just the pres- sure. If the subject begins to resist again, reapply the pressure. 6. Follow up with the appropriate action(s). (See Figure 4-18) Figure 4-18 Pressure points – hollow behind the ear A, B, and C 240 / Florida Basic Recruit Training Program (HL): Volume 2 Hollow Behind the Collarbone Use this technique when you want a standing subject to sit, lie down, or move to another location. You can employ this technique from either the front or the side of the subject. 1. Approach the subject safely. 2. Use loud, clear verbal commands to let the subject know what you want them to do. 3. Stabilize the subject. 4. Locate the pressure point behind the collarbone. 5. Apply pressure toward the feet until the subject is compliant. 6. Decrease the pressure when the subject complies. Do not release control, just the pres- sure. If the subject begins to resist again, reapply the pressure. 7. Follow up with the appropriate action(s). (See Figure 4-19) Figure 4-19 Pressure points – hollow behind the collarbone Chapter 4 Criminal Justice Defensive Tactics / 241 Elbow Under the Shoulder Blade Use this technique to reach the arms or wrists (for example, for handcuffing) of a subject who is on their stomach with their hands tucked under them. 1. Approach the subject safely. 2. Use loud, clear verbal commands to let the subject know what you want them to do. 3. Stabilize the subject where they are face down, on their stomach. 4. Bend your elbow and place it on the subject’s back along the spine at the shoulder blade. 5. Apply downward pressure with the elbow until the subject is compliant. 6. Decrease the pressure when the subject complies. If the subject begins to resist again, reapply the pressure. 7. Follow up with the appropriate action(s). (See Figure 4-20) Figure 4-20 Pressure points – elbow under the shoulder blade A and B 242 / Florida Basic Recruit Training Program (HL): Volume 2  Unit 3 Defensive Tactics Techniques Lesson 5 Escorts and Transporters Lesson Goal At the end of this lesson, you will be able to demonstrate proper escort and transporter techniques. Officers may encounter subjects who refuse to obey their commands but demonstrate no physical resistance. You can use pain compliance, mechanical compliance, or joint manipulation techniques to move the unwilling subject from one location to another. These techniques are called escorts and transporters. These escort and transporter techniques are the basis for some takedowns. When using an escort or transporter technique, you enter the danger zone and should always be aware of your weapon’s proximity to the subject. ✅ HL435.1. Demonstrate escort and transporter techniques Escorts The escort position is a technique used to move a subject from one point to another without using pain compliance. It provides minimal control of the subject through leverage. If a subject resists, you may move to a transporter technique. Escort Position An escort may be your first physical contact with a subject. You apply pressure or leverage on a joint to lock it, and the subject complies. 1. Use loud, clear verbal commands throughout the application of the technique. 2. Maintain an appropriate stance. 3. Make contact with the subject’s arm by grasping simultaneously the wrist and the upper arm just above the elbow. 4. Turn the subject’s palm so that it is facing you. 5. Move the subject, or follow up with the appropriate action(s). (See Figure 4-21) Chapter 4 Criminal Justice Defensive Tactics / 243 Figure 4-21 Escort positions A, B, and C Transporters Transporters, sometimes called come-along holds, are techniques used to move a subject from one point to another with pain compliance or mechanical compliance. The following transporter techniques are included in this lesson: hammer lock and shoulder lock. Hammer Lock Transporter The hammer lock is a useful technique applied when a subject tries to pull away from the escort position. This technique uses pain compliance and mechanical compliance by moving the subject’s arm behind their back. It can also be applied on a handcuffed subject. 1. Use loud, clear verbal commands throughout the application of the technique. 2. Begin from the escort position. 3. A strike or diversion may be necessary to complete the technique. 4. Mirror the controlled hand and rotate the subject’s controlled hand while sweeping the subject’s hand behind their back. 5. Maintain control by bending the wrist. 6. Control or move the subject, or follow up with the appropriate action(s). (See Figure 4-22) 244 / Florida Basic Recruit Training Program (HL): Volume 2 Figure 4-22 Hammer lock transporter Chapter 4 Criminal Justice Defensive Tactics / 245 Shoulder Lock Transporter The shoulder lock transporter is a good controlling technique because of the position in which you put the subject’s arm. This technique incorporates pain compliance, joint manipulation, and balance displacement. It can also be applied on a handcuffed subject. 1. Use loud, clear verbal commands throughout the application of the technique. 2. Begin from the escort position. 3. A strike or diversion may be necessary to complete the technique. 4. Raise the subject’s elbow upward, then roll the subject’s shoulder forward. 5. Push the controlled arm behind the subject’s back, over your forearm, placing your hand on the subject’s triceps. 6. Reach across the subject’s back and control the subject’s head with your right hand (for example, by grabbing behind the subject’s neck or the opposite shoulder). 7. Maintain control, or follow up with the appropriate action(s). (See Figure 4-23) 246 / Florida Basic Recruit Training Program (HL): Volume 2 Figure 4-23 Shoulder lock transporter Chapter 4 Criminal Justice Defensive Tactics / 247  Unit 3 Defensive Tactics Techniques Lesson 6 Restraint Devices Lesson Goal At the end of this lesson, you will be able to demonstrate the proper application and re- moval of restraint devices. Restraint devices are tools, such as handcuffs, which are designed to temporarily restrain a subject’s movements. There are other types of restraint devices, including waist chains (with black box), leg restraints (leg irons), and flexible leg restraints, that you may use in different circumstances. ✅ HL436.1. Demonstrate using restraint devices Handcuffs Handcuffs are temporary restraint devices frequently used to control a subject. Because hand- cuffing does not render a subject harmless, subjects should be continuously monitored to ensure officer safety. Applying handcuffs places the officer inside the reactionary gap or the danger zone. The subject may try to resist after the first handcuff is applied. Prepare to respond with an appro- priate action. The handcuffing procedure must be done in a controlled manner, to minimize potential harm to both officer and subject. Using the nomenclature illustration, identify the parts of handcuffs. (See Figure 4-24) Figure 4-24 Handcuff nomenclature 248 / Florida Basic Recruit Training Program (HL): Volume 2 Handcuffs or any other restraint device must be kept in working order. Properly holster or load the handcuffs consistent with your cuffing technique. Three-Point Pin Usually, a three-point pin is used to control the subject for handcuffing. The three-point pin can effectively control the subject through mechanical or pain compliance by using the subject’s shoul- der and wrist. 1. Use loud, clear verbal commands throughout the application of the technique. 2. Once a subject has been taken to the ground, maintain control of the subject’s right arm. 3. Maintain the bent wrist on the subject’s right arm to gain compliance. 4. Place your right knee across the subject’s right shoulder blade. Avoid pressure to the spinal cord and neck when placing your knee or shin on the subject’s shoulder. 5. Place your left knee on the ground close to the subject’s rib area with the subject’s upper arm on the front of your thigh. 6. Remain on the balls of your feet throughout the pin to allow quick recovery to a standing position. (See Figure 4-25) Figure 4-25 Three-point pin Chapter 4 Criminal Justice Defensive Tactics / 249 Handcuffing Technique Handcuffing techniques may vary depending on the compliance level of the subject, but the basic steps for applying handcuffs are as follows: 1. Use loud, clear verbal commands throughout the application of the technique. 2. Visually inspect and direct the subject into a position that prepares for handcuffing. 3. Approach the subject. Note: If a weapon has been drawn, safely manage the weapon before approaching the subject. 4. Draw the handcuffs from the holster. 5. Place one handcuff on one wrist. 6. Place the other handcuff on the other wrist. 7. Check for proper fit. 8. Double lock the handcuffs. 9. Search the subject. This technique can be used from a variety of positions, including kneeling (see Figure 4-26), standing from a rear or front approach (see Figure 4-27), or prone (see Figure 4-28). With non-compliant subjects, use controlling tech- niques to apply the handcuffs. Figure 4-26 Handcuffing – kneeling position 250 / Florida Basic Recruit Training Program (HL): Volume 2 Figure 4-27 Handcuffing – standing position Chapter 4 Criminal Justice Defensive Tactics / 251  Figure 4-28 Handcuffing – prone position 252 / Florida Basic Recruit Training Program (HL): Volume 2 Removing Handcuffs To remove handcuffs, follow these steps: 1. Use loud, clear verbal commands throughout the application of the technique. 2. Visually inspect and direct the subject into a position that prepares for removing handcuffs. 3. Approach the subject. 4. Draw the handcuff key. 5. Remove the handcuff from one wrist and close the cuff. 6. Control the subject’s uncuffed hand. 7. Remove the other handcuff and close it. 8. Move away from the subject. (See Figure 4-29) Figure 4-29 Removing handcuffs Chapter 4 Criminal Justice Defensive Tactics / 253 Waist Chains Waist chains are another type of restraint device, typically used by correctional officers to secure a subject when moving an inmate from one location to another. To apply waist chains, you will need verbal control of the subject. 1. Use loud, clear verbal commands throughout the process. 2. Position the subject facing you with their hands in front and palms facing each other. The subject’s hands should be about 6 inches away from their body. 3. Facing the subject, place the handcuffs on their wrists, check for proper fit, and then double lock the cuffs. 4. Attach the black box to the handcuffs from the bottom up. Insert the elongated end of the chain to the backside of the black box. 5. Direct the subject to turn around, wrapping the chain around their waist, ensuring proper fit. 6. Have the subject pull their hands toward their body to take the slack out of the chain. Use a padlock to go through both lengths of the chain and secure on the subject’s side. (See Figure 4-30) Leg Restraints Leg restraints, also called leg irons, are generally used along with waist chains to limit the move- ment of a subject. To apply leg restraints: 1. Use loud, clear verbal commands throughout the process. 2. Hold the leg restraints with the double bar facing the subject’s legs. This will ensure that the key holes are facing down. 3. Have the subject lean against a wall or kneel on a chair to maintain a balanced stance. 4. Apply the leg restraints to each ankle, check for proper fit, and then double lock them. (See Figure 4-31) 254 / Florida Basic Recruit Training Program (HL): Volume 2 Figure 4-30 Waist chains Chapter 4 Criminal Justice Defensive Tactics / 255 Figure 4-31 Leg restraints 256 / Florida Basic Recruit Training Program (HL): Volume 2 Flexible Restraints Flexible cuffs and flexible leg restraints are two common types of flexible restraints. Flexible cuffs are a useful tool for restraining single or multiple subjects. These types of restraints are most commonly associated with multiple arrests or transports. They are lightweight plastic or nylon and easy to carry but have a high tensile strength. Flexible leg restraints, “hobbles,” are a useful tool for restraining a subject who is kicking, trying to run away, or posing a safety threat. Applying flexible leg restraints is best performed by more than one officer. Flexible Cuffs Using a single flexible cuff or a double flexible cuff, place the cuff around the subject’s wrists. Before tightening them, place an index finger against the subject’s wrist and tighten the flexible cuff to your index finger and the wrist. Remove your index finger and ensure the flexible cuffs are not cutting off blood circulation. Repeat this process with the second flexible cuff. Removing Flexible Cuffs Use care when removing flexible cuffs. Make certain the cutting instrument used to remove the cuffs does not have sharp pointed ends or an exposed blade. For example, do not use a pocket knife or a box cutter. Place the cutting instrument between the flexible cuff and the subject’s wrist. Using the appropriate pressure, carefully cut through the flexible cuffs. Remove and dispose of flexible cuffs properly. Flexible Leg Restraints When applying flexible leg restraints use loud, clear verbal commands throughout the process. 1. Control the subject by handcuffing them and placing them in the prone position. Your partner will control the subject’s upper body, either with a three-point pin or a wrist compression. 2. Move close to the subject, and kneel or squat near the subject’s legs. Control the subject’s legs by grabbing and wrapping your hands around them, working your way to the subject’s feet. 3. While holding the subject’s feet together, slide the restraints over the lower half of the subject’s legs. Keep the restraints above the subject’s ankles. 4. Tighten the restraint device by pulling the excess portion. The restraint should be tight enough to restrict leg movement while allowing normal blood flow. 5. To further restrict the subject’s movement, clip the excess to the handcuff chain by bend- ing the subject’s legs at the knees to a 90o angle behind the subject. Place the subject in a sitting position or lying on their side. Chapter 4 Criminal Justice Defensive Tactics / 257  Unit 3 Defensive Tactics Techniques Lesson 7 Frisks and Searches Lesson Goal At the end of this lesson, you will be able to demonstrate pat down, custodial, and inmate clothed searches and articulate the process for conducting a strip/unclothed search. A search is a government intrusion into a place in which a person has a reasonable expectation of privacy. Because inmates and probationers have a significantly reduced expectation of privacy, searches by corrections and probation officers are much less limited by Fourth Amendment concerns. ✅ HL437.1. Demonstrate conducting physical frisks and searches Three search techniques are typically used in the defensive tactics context: pat down, custodial, and inmate. Pat-Down Technique A pat down is a physical frisk of a subject conducted in a predetermined pattern to locate weapons. Before a law enforcement officer may conduct a pat down, they must have reasonable suspicion that the subject is armed (see s. 901.151, F.S., Stop and Frisk Law). Reasonable suspicion means that facts or circumstances exist that reasonably indicate that the person has committed, is committing, or is about to commit a violation of the law. “The purpose of a pat down is not to discover evidence of a crime but to allow the officer to pursue his or her investigation without fear of violence.” See Adams v. Williams, 407 U.S. 143 (1972). Under the plain touch/feel doctrine, the officer may seize any object “whose contour or mass” the officer identifies as apparent contraband. See Minnesota v. Dickerson, 508 U.S. 366 (1993). A law enforcement officer may pat down only the outside of the clothing for weapons. When conducting a pat down: 1. Use loud, clear verbal commands throughout the process. 2. Be aware of verbal and non-verbal cues that indicate the probability of aggressive behav- ior. Remember that you are in the danger zone. 3. Visually scan the subject while assuming the interview stance. 4. Have the subject lift their arms to tighten clothing so you can visually search potential concealment areas, such as the waistline. 258 / Florida Basic Recruit Training Program (HL): Volume 2  5. Have the subject move their hands away from their body. 6. Have the subject place their hands in a way so they can be controlled. 7. Physically control the subject’s hands. 8. Keep the subject off balance. 9. Conduct the pat down in a predetermined pattern. 10. Follow up with the appropriate action(s). If you find a weapon, take it and place it beyond the subject’s reach in a safe location. If handcuff- ing is not tactically sound, follow up with the appropriate action(s). (See Figure 4-32) Figure 4-32 Pat down technique Chapter 4 Criminal Justice Defensive Tactics / 259 Custodial Search Technique A custodial search technique is used when a subject is taken into custody in an unsecured envi- ronment. Unlike the pat down, this is a complete search of the subject. Perform a custodial search of a subject in a systematic and predetermined pattern using the quad- rant search approach; this divides the body into four sections horizontally and vertically. During this close contact inside the danger zone, you are most vulnerable to a subject’s physical assault. For this reason, handcuff first and then search. The primary purpose of a custodial search is to detect potential weapons or contraband. By search- ing the subject’s body, you should be able to detect items hidden in their clothing or on their body. You may search inside the waistband and pockets; however, you must be careful to avoid being injured by sharp objects, for example, needles and razor blades. Follow agency policies regarding searching a subject of the opposite sex. You may modify the hand position to avoid inappropriate contact. If possible, there should be a witness to the search. When searching a handcuffed subject, do the following: 1. Use loud, clear verbal commands throughout the process. 2. Keep the subject off balance. 3. Physically control the subject’s hands. 4. Conduct the search in a predetermined pattern. The groin is one of the most commonly overlooked areas. Remain professional and focus on conducting a proper, thorough search. 5. Follow up with the appropriate the action(s). (See Figure 4-33) Figure 4-33 Custodial search technique 260 / Florida Basic Recruit Training Program (HL): Volume 2 Inmate Search Techniques Searches of inmates are primarily designed to uncover contraband, prevent escapes, maintain sani- tary standards, and eliminate safety hazards. There are three types of inmate searches: clothed, strip/unclothed, and body cavity. Clothed Search Clothed searches of inmates can be conducted at random by officers during the course of their daily routine. A female officer may conduct a search of a clothed male inmate. A male officer will conduct a clothed search of a female inmate only during an emergency situation as determined by the shift supervisor. The only exception to this provision is an instance when time and circum- stances do not permit the presence of a female officer or consultation with the shift supervisor. If there is an imminent threat of physical violence, a search may be needed to secure the inmate to prevent injury to staff or other inmates. Like a custodial search, a clothed search follows the quadrant search approach. In an institutional setting, however, handcuffing is not required because there is little risk of escape. Officers should be aware, though, of their vulnerability to a physical assault. To conduct a clothed search: 1. Use loud, clear verbal commands throughout the process. 2. Remove or have the inmate remove the contents of their pockets and take off their shoes and hat. 3. Inspect the shoes, hat, and personal effects before proceeding. 4. Keep the inmate off balance. 5. Maintain visual contact with the inmate’s hands (for example, have the inmate face the wall with hands on the wall). 6. Conduct the search in a predetermined pattern. 7. Follow up with the appropriate action(s). Strip or Unclothed Search A strip or unclothed search is done visually. The officer does not touch the inmate during the search. Strip or unclothed searches of an inmate may be conducted only by correctional officers who are of the same sex as the inmate, except in emergency circumstances. Inmates will generally be unclothed and searched upon their arrival at the correctional institution after returning from court, other institutions, any place where they may have come in contact with the public, or after an escape or attempted escape. There may be other occasions for a strip or unclothed search based on agency policies, or if there is reason to believe an inmate possesses contraband. Chapter 4 Criminal Justice Defensive Tactics / 261 Before you can conduct a strip or unclothed search, you must move the inmate out of view of the inmate population. Only the inmate and staff involved will be present during the search. To conduct a strip or unclothed search: 1. Use loud, clear verbal commands throughout the process. 2. Have the inmate remove all clothing. 3. Search the inmate’s hair, ears, and mouth (dentures must be removed). 4. Visually check the entire body including armpits, hands, pubic region, between the toes, soles of the feet, inner portions of the legs, and groove between the buttocks. Any bandages or casts should be thoroughly examined by medical staff. 5. Search every article of clothing and personal property, including collars, cuffs, lapels, seams, and linings. Examine shoes for split soles, false linings, and removable insoles or heels. 6. Follow up per agency policies based on the results of the search. Body Cavity Search Body cavity searches of inmates may be done only by appropriate health services staff members according to agency policies. 262 / Florida Basic Recruit Training Program (HL): Volume 2  Unit 3 Defensive Tactics Techniques Lesson 8 Blocks and Strikes Lesson Goal At the end of this lesson, you will be able to demonstrate blocking techniques and properly executed and effective strikes to distract, incapacitate, or gain control of a subject. Blocks Blocks are reaction techniques using the arms, legs, or body to deflect or redirect an impending strike from a subject to areas of the body. This lesson covers blocks to defend the upper and mid areas of the body. ✅ HL438.1. Demonstrate blocking techniques Upper Area Block In the upper area, use the arms to protect from the neckline to the top of the head. The officer can transition to another action, such as counterstrikes. (See Figure 4-34) Figure 4-34 Upper area block Chapter 4 Criminal Justice Defensive Tactics / 263 Mid Area Block In the mid area, use the arms to protect the torso and the face. The officer can transition to another action, such as counterstrikes. (See Figure 4-35) Figure 4-35 Mid area block 264 / Florida Basic Recruit Training Program (HL): Volume 2 Strikes An empty-hand striking technique is any impact technique using hands, arms, elbows, feet, legs, knees, or head to strike a subject in an offensive or defensive situation. The entire body can be used as a weapon. This could include punching, hitting, kicking, or slapping. Figure 4-36 Empty hand target areas ✅ HL438.2. Identify target areas for empty-hand strikes Striking techniques have specific target areas. Some target areas involve nerve motor points in muscles. When struck, the impact may cause disruption of nerve tissue leading to incapacitation or motor dysfunction. Temporary motor dysfunction is a type of incapacitation that causes temporary impairment of muscle control, such as a cramp. Strikes to the skeletal structure are also effective. Chapter 4 Criminal Justice Defensive Tactics / 265  Target Areas—Empty-Hand Strikes DF means deadly force, and NDF means non-deadly force. (See Figure 4-36) The expected effect of NDF strikes is to disable or cause temporary motor dysfunction. Front of Shoulder (NDF)—Strike with an empty hand. Top of Forearm (NDF)—Strike with an empty hand. Inside of Forearm (NDF)—Strike with an empty hand. Outside of Thigh (NDF)—Strike with an empty hand, leg, or knee. Inside of Thigh (NDF)—Strike with an empty hand, leg, or knee. Center of Abdomen (NDF)—Strike with an empty hand. Top of Calf (NDF)—Strike with an empty hand, foot, knee, or leg. Chest (NDF)—Strike with an empty hand. Side of Neck (NDF)—Strike with an empty hand. Head (NDF)—Strike with an empty hand. Strikes to certain areas of the head have the potential for injury depending on the amount of force used. Throat (DF)—Strike with an empty hand. Striking the throat is considered deadly force. Eyes (NDF)—Strike with an empty hand. Striking the eyes is considered non-deadly force, but gouging the eyes is considered deadly force. Groin (NDF)—Strike with an empty hand, knee, or leg. Striking a subject in the groin may be an effective escape from a close-quarter body hold. There are two methods of delivering strikes: penetration and snap-back. A penetrating strike is typically used to strike a muscle. The penetration of the muscle and nerves in the target area results in a full transfer of kinetic energy that increases the power of the strike. All targets are struck with the intention of preventing or stopping aggressive action. A snap-back strike is delivered and then retracted very quickly, thus enabling multiple strikes, creat- ing distance, setting up the next techniques, and causing distraction to the subject. A snap-back may be delivered with any body part used for striking, kicking, punching, and so on. A boxer’s jab is one example of a snap-back. Swinging and thrusting are two types of strikes. A swinging strike generates less power on impact due to the greater amount of surface area of the target. A thrusting strike magnifies the delivered power due to the smaller surface area making contact with the target area. Two variables account for the amount of power generated in a strike; the amount of mass delivered with the striking weapon (that is, fist, foot, baton) and the velocity (speed) at which it is delivered. 266 / Florida Basic Recruit Training Program (HL): Volume 2 To generate maximum power effectively, you need a wide stable stance. Twist your upper torso and hips into the strike to allow the maximum amount of mass to complement the striking weapon. The faster the strike, the more power you will generate. This section covers several types of striking and kicking techniques: palm heel strike elbow strike