Define Defensive Tactics

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Define defensive tactics
Defensive tactics is a system of controlled defensive and offensive body movements used by
criminal justice officers to respond to a subjects aggression or resistance. These techniques are
based on a combination of martial arts, wrestling, and boxing.
Apply strategies for optimal physical performance during a defensive tactics training
program.
Because defensive tactics training is a physical endeavor, students should prepare for the activities
required in this course by considering some changes in their daily habits. Students should eat a
nutritious diet, get adequate rest, and stay sufficiently hydrated to maximize the benefit of this
training.
Identify elements of the Florida Statutes as related to the use of force by criminal justice
officers.
Chapter 776, F.S. governs all use of force by criminal justice officers. Even though the statute
refers to law enforcement officers, the legal guidelines regarding use of force apply equally to
corrections and correctional probation officers. The statute identifies two general areas in which an
officers use of force is justified: to apprehend a subject and make an arrest, 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 resistanceor
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 him-self or her-self 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
shall 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
Chapter 4: Defensive Tactics Brought to you by www.myfloridapoliceexams.com
(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.
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.,
specifically addresses the use of force 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:
(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.
Explain the concept of objective reasonableness.
The courts have used the term objective reasonableness to describe the process for evaluating the
appropriateness of an officers response to a subjects resistance.
Explain that subject resistance and officer response may change rapidly.
Appropriate force is the amount of force reasonably necessary 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 hindsight. To determine if an officers actions were
objectively reasonable, the courts look at the facts and circumstances the officer knew when the
incident occurred. 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 rapidly evolving.
Apply the legal authority for an officers response to a subjects resistance.
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.
Correctional officers have full-time authority over inmates due to the inmates adjudication and
suspension of civil rights. A law enforcement officers authority to use force is established by the
officers reasonable belief that a crime has been, is being, or is about to be committed. Absent this
belief, known as reasonable suspicion, a law enforcement officer has no authority over a subject,
and thus no permission to use any amount of force at all.
Explain escalation, de-escalation, and disengagement.
Force decisions may escalate and de-escalate rapidly in relation to the perceived threat. An officers
goal is to achieve subject compliance. Compliance is the verbal and/or physical yielding to an
officers authority without apparent threat of resistance or violence.
Escalation, de-escalation, and disengagement are important concepts in making legally and
tactically sound, reasonable responses to resistance. Escalation is increasing the use of force or
resistance. 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.
Explain how the injury potential to an officer may affect his or her response.
Officers are legally permitted to escalate their use of force as the subject escalates his or her level
of resistance. The officers choices are determined by the subjects actions and the risk of physical
harm posed to the officer or others.
Define passive resistance.

Passive resistance is a subjects verbal and/or physical refusal to comply with an officers lawful
direction causing the officer to use physical techniques to establish control. (DT501.2.B.1.)
Define active resistance.
Active resistance is a subjects 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.
Define aggressive resistance.
Aggressive resistance is a subjects attacking movements toward an officer that may cause injury
but are not likely to cause death or great bodily harm to the officer or others.
Define deadly force resistance.
Deadly force resistance is a subjects 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.
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.
Define nonlethal weapon.
A nonlethal weapon is a weapon that is not fundamentally designed to cause death or great bodily
harm.
Define deadly force.
Deadly force is force that is likely to cause death or great bodily harm (DT501.2.A.1.).
Identify the essential criteria to determine the justification of the use of deadly force.
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 necessary 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.
Use of deadly force may be an officers first and only appropriate response to a perceived threat.
Deadly force does not necessarily mean that someone died from the force used. It can cause great
bodily harm or no harm at all. For example, returning fire is deadly force even if the officer misses
the target.
The officer must base his or her decision to use deadly force as a defensive tactic on a clear,
reasonable belief that he or she, a fellow officer, or another person, faces imminent danger of death
or great bodily harm.
Identify the subjects ability, opportunity, and intent as it relates to the officers response to
resistance.
Officers use three criteria for making deadly force decisions: ability, opportunity, and intent.
Explain the concept of totality of circumstances.
Totality of circumstances 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 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 subjects form of resistance, all reasonably perceived factors that may have an
effect on the situation, and the response options available to the officer.
Identify various situational factors that may influence the use of force.
Some situational factors may include the following:
Severity of the crime
Subject is an immediate threat

Subjects mental or psychiatric history, if known to the officer
Subjects violent history, if known to the officer
Subjects combative skills
Subjects access to weapons
Innocent bystanders who could be harmed
Number of subjects versus number of officers
Duration of confrontation
Subjects size, age, weight, and physical condition
Officers size, age, weight, physical condition, and defensive tactics expertise
Environmental factors, such as physical terrain, weather conditions, etc.
Explain how survival stress affects a physical confrontation between a subject and an officer.
Survival stress, sometimes called fear-induced stress, is stress caused by hormonal changes brought
on by a perception of danger. The hormones cause an elevated heart rate that affects an officers
cognitive decision making skills.
Describe the physiological changes that occur while experiencing survival stress.
The heart rate and respiration increase.
Vascular flow moves away from the extremities. The body pulls the blood away from the arms and
legs into the torso. This keeps the blood near vital organs in case of emergency and also protects
the arms and legs (our weapons) from losing too much blood in case of injury.
Hearing is diminishedthis is known as auditory exclusion.
Describe the motor performance changes that occur while experiencing survival stress.
There is a loss of fine motor skills at a heart rate of approximately 115 beats per minute. Fine
motor skills refer to the muscle control required to make small, precise movements, such as
unlocking handcuffs with a key.
There is a loss of complex motor skills at a heart rate of approximately 145 beats per minute.
Complex motor skills combine fine and gross motor skills using hand and eye coordination timed
to a single event.
Gross motor skills are enhanced as the heart rate reaches 150 beats per minute.
Gross motor skills are the movements of the large or major muscles of the body, such as running,
punching, or kicking.
Catastrophic motor skill breakdown may occur when the heart rate exceeds 175 beats per minute.
There may be an increase in strength and speed for a short period of time.
The heart rate may spike during a violent encounter to well over 200 beats per minute.
Describe the visual changes that occur while experiencing survival stress.
Binocular vision is dominant. Both eyes remain open and it is very difficult to close just one eye.
There is a loss of peripheral vision and depth perception; this is known as tunnel vision.
There is a loss of near vision. This is one reason that most officers involved in shootings never see
the sights of their firearms. Physiologically, it is nearly impossible to focus.
Describe the cognitive function changes that occur while experiencing survival stress.
The cognitive brain, the part that logically thinks and plans, begins to shut down at 145 beats per
minute.
Decision making is inhibited. The more choices you have, the slower you are to make a decision.
Reaction time increases. This may be because of too much stimuli to process quickly or because of
denial that a violent encounter is actually happening.
In general, high levels of adrenaline caused by fear-induced stress are likely to result in extreme
strength, an increase in speed, a decrease in fine motor skills, and an increased ability to ignore
pain. In other words, strength goes way up and dexterity goes way down.
Identify survival readiness skills for an officer.

The Threat Awareness Spectrum (see Figure 4-3) illustrates how survival stress may affect an
officers reaction to a perceived threat. The desired state of awareness and readiness of an officer
while on duty is Condition Yellow.
Explain the effects of critical incident stress on memory functions.
Officers who encounter an extremely stressful situation such as an officer-involved shooting may
show signs of post-traumatic stress disorder. They may also exhibit difficulty in transferring
information into long-term memory, a temporary condition known as critical incident amnesia.
State methods of controlling the effects of survival stress.
Survival stress is a natural reaction to danger, but officers can prepare and increase their chances of
controlling the effects of the stress.
Describe the fundamental principles of applying defensive tactics.
To properly and effectively perform defensive tactics techniques, you must be able to apply certain
fundamental principles.
Explain the use of balance in applying defensive tactics.
Balancemaintaining a balanced posture is essential in performing any technique.
To achieve balance, your head must be over your hips and your hips must be over or 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 subjects balance through the use
of leverage principles.
Explain how leverage is used in the application of defensive tactics.
LeverageLeverage is using a great force against a weaker resistance. It is used in conjunction

with joint manipulation and/or pain and mechanical compliance in order to gain control.
Explain the use of pain compliance in applying defensive tactics.
Pain compliancePain compliance is a subjects response to a combination of pain and verbal

commands to stop resisting.
Describe the use of mechanical compliance in applying defensive tactics.

Mechanical complianceAn officer may gain control over a subject by applying pressure or
leverage on a joint by locking it up so that no movement of the joint is possible, causing the subject
to comply with verbal direction.
Describe the use of joint manipulation to control a resistant subject.
Joint manipulationan 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.
Describe how to use motor dysfunction to control a resistant subject.
Motor dysfunctionan officer may gain control over a subject by using an incapacitation
technique that causes temporary impairment of muscular control.
Identify the fluid shock principle.
Fluid shock principlefor maximum effectiveness, most strikes are delivered utilizing penetration
so that the striking object stays on or indented in the target for an instant allowing for energy
transfer. When a major muscle mass is struck this way, it displaces the water content in the muscle
and penetrates the nerves within, creating a shock wave. The effect on the subject will be greatly
multiplied. This is known as the fluid shock principle. When delivering a strike, 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.
Identify the necessity of conducting a threat assessment.
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 by an officer as
threatening.
An officers assessment of a perceived threat is critical for safety and influences his or her actions
when dealing with a situation. The more information an officer has, the better prepared he or she
will be to assess the situation. All factors, whether obvious or not, should be considered when
assessing threats.
Identify verbal and nonverbal cues in assessing threats.
There are certain verbal and nonverbal cues that indicate the possibility of subject aggression or
posturing.
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 reaction toward you depends on their perceptions of how you
present yourself.
You should be aware of and interpret nonverbal communication. Some movements and gestures are
clues to escalating aggression, for example, 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.
Demonstrate the interview stance.
Stand with head, hips, and feet aligned.
Place your feet shoulder-width apart with the knees slightly bent.
Angle your body to the subject with the strong side away.
Place your hands above waist level.
Demonstrate the offensive ready stance.
Stand with your head, hips, and feet aligned.
Plant your feet slightly wider than shoulder-width apart with the knees in a deep crouch.
Your body is angled to the subject with the strong side away.
Place your hands at your face level and towards your center.
Identify relative positioning.
When preparing to approach a subject, an officer must place him- or herself in the safest possible
position. Relative positioning describes an officers position in relation to the subject.
Demonstrate the slide step approach.
The slide step is used when preparing to engage or disengage from a subject in close proximity.
Use this method to maintain balance and an appropriate stance:
Maintain a balanced stance with head, hips, and feet aligned.
Step with your lead foot.
Slide your trailing foot forward.
Keep your feet shoulder-width apart.
Demonstrate how to maintain a minimum reactionary gap.

The distance you must keep between you and the subject in order to react effectively against a
sudden threat is the reactionary gap (See Figure 4-6). This distance is generally 69 feet if you
have visual control of the subjects hands, or 25 feet when you cannot see the subjects hands.
Identify the danger zone.
The area within the reactionary gap is the danger zone. Anytime an officer is in the danger zone,
the potential for physical harm increases.
Demonstrate hand clearing techniques.
Visual control of the hands is the ability to see both the subjects hands and to know that those
hands hold no weapons.
When approaching a subject, you may use the following hand clearing technique:
Maintain an appropriate reactionary gap.
Visually scan the area for potential threats.
Assume an appropriate stance.
Identify yourself as an officer, if appropriate.
Use clear, concise verbal commands.
Tell the subject to expose both palms.

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.
Demonstrate evasion techniques.
Evasion Technique
Use loud, clear verbal commands throughout the application of the technique.
Assume the offensive ready stance.
Sidestep the direct line of attack to either the strong or supporting side. Direct line of attack simply
means the direction that the subject comes from. Sidestepping to either side gets you out of the
subjects way.
Face the subject.
As the subject passes, face the subject and maintain an offensive ready stance.
The offensive ready stance positions the officer to respond if the subject attacks again.
Follow up with an appropriate technique(s). (See Figure 4-10)
Demonstrate redirection techniques.

Assume the offensive ready stance.
Sidestep the direct line of attack to either the strong or supporting side.
As the subject passes, redirect the subject by pushing the subject away and off balance.
Striking the upper back or side of the subjects shoulder will cause the subject to spin off balance.
Maintain an offensive ready stance.
Follow up with an appropriate technique(s). (See Figure 4-11)
Demonstrate applicable verbal direction.
Verbal direction is the use of proper, clear, and concise commands to let a subject know what you
need or expect him or her to do. The ability to give verbal direction is usually the first step in
controlling the subjects 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.
Demonstrate pressure point techniques.
Pressure points are techniques used to control resistant behavior by utilizing pain compliance.
Pressure or leverage is applied using a fingertip or thumb tip to a target 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 are generally effective.
The two main components of pressure point techniques are as follows:
touch pressuretouching 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.
Stabilizationimmobilizing the subjects head so the subject cannot move or escape. Be careful
not to apply too much pressure or torque on the neck or spine when stabilizing 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 35 seconds without a response may
result in an adrenaline surge. This may cause the subject to exhibit symptoms similar to survival
responses, inability to feel pain, extraordinary strength, or auditory exclusion.
Demonstrate escort and transporter techniques.
Transporters, sometimes called come-along holds, are techniques used to move a subject from one
point to another with pain compliance and/or mechanical compliance.
When using an escort or transporter technique, you enter the danger zone and should always be
aware of your weapons proximity to the subject.
The following are escort and transporter techniques included in this lesson:
escort position
bent wrist
Finger lock
hammer lock
Shoulder lock
Demonstrate using restraint devices.

Handcuffing techniques may vary depending on the compliance level of the subject, but the basic
steps for applying handcuffs are as follows:
Visually inspect and direct the subject into a preparatory position for handcuffing.
Approach the subject.
Note: If a weapon has been drawn, safely manage the weapon before approaching the subject.
Draw the handcuffs from the holder.
Place one handcuff on one wrist.
Place the other handcuff on the other wrist.
Check for tightness.
Double lock the handcuffs.
Search the subject.
Demonstrate conducting physical frisks and searches.
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.
Three search techniques are typically used in the defensive tactics context: pat down, custodial, and
inmate.
Demonstrate blocking techniques.
Blocks are reactionary techniques using the arms, legs, or body to deflect or redirect an impending
strike from a subject to areas of the body.
Blocks to defend three areas of the body are covered in this section: the upper area, the mid area,
and the low area.
Identify target areas for empty-hand 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.
In striking techniques, there are specific target areas (DT501.3.I.6.). Some target areas involve
nerve motor points in muscles. When struck, the impact may cause disruption of nerve tissue
leading to incapacitation and/or motor dysfunction. Strikes to the skeletal structure are also
effective.
Demonstrate striking techniques, and Demonstrate kicking techniques.
There are two methods of delivering strikes: penetration and snap-back.
There are two different types of strikes: swinging or thrusting. 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.
When delivering a strike, an officer strikes a muscle using the fluid shock principle. 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.
Two variables account for the amount of power generated in a strike. These are the amount of mass
delivered with the striking weapon (i.e., fist, foot, baton) and the velocity (speed) at which it is
delivered. To generate maximum power effectively, an officer needs a wide stable stance. He or she
must twist the upper torso and hips into the strike allowing the maximum amount of mass to
complement the striking weapon. The faster the strike, the more power will be generated.
A strike using a snap-back delivery method is retracted very quickly, thus enabling multiple
strikes, creating 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, etc. A boxers
jab is one example of a snap-back.
Some strikes may be used as distraction techniques. Distraction is a technique that interrupts the
subjects concentration so that energy is redirected from the current focus.
Distraction techniques can be used to gain space when you are held in a close-quarter body hold
and can assist in applying other defensive tactics such as takedowns and transporters.
There are several types of striking and kicking techniques covered in this section:
Demonstrate distraction techniques.
palm heel strike
punches
hammer fist strike
elbow strike
Knee strike
forearm strike
back fist strike
Front kick
Back kick
Side kick
Angle kick
Other strikes may be more appropriate in certain situations as distractions for escaping body holds,
such as a head butt, foot stomp, shin scrape, or knuckle strike. (DT501.3.J)
Demonstrate takedown techniques.
Takedowns are techniques used to bring a resisting subject from a standing position to the ground
making it easier to control him. Usually, a three-point pin is used to control the subject for
handcuffing. After a takedown, you may escalate, de-escalate, or disengage depending on your
assessment of the situation.
Most takedowns use mechanical compliance and/or balance displacement to place the subject
safely on the ground.
There are several types of takedown techniques covered in this lesson:
Straight arm takedown
Hammerlock takedown
shoulder lock takedown
Outside wrist takedown
Inside wrist takedown
Demonstrate upright grappling body hold techniques.
One of the most common attacks an officer may face is an upright grappling position.
Grappling is the use of body mechanics to leverage or control a subject. When engaged in a
grappling hold, an officer should consider methods of stabilizing, controlling, and securing a
resistant subject.
There are several types of upright grappling body holds covered in this section:
escape from front chokehold

escape from rear chokehold
escape from front body hold over/under arms
escape from rear body hold over/under arms
escape from headlock
escape from front football tackle
Transition to Ground Control:
Hip roll
Leg sweep
Demonstrate a simulation of a vascular neck restraint technique.
The vascular neck restraint is a physical restraint compressing certain veins and arteries in the
neck to cause a subject to lose consciousness for a brief period of time.
Demonstrate 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 unexpected obstacle.
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.
This lesson covers four types of falls: front fall, rear fall, shoulder roll, and side fall.
Demonstrate ground escape techniques.
Ground fights present unique challenges to criminal justice officers because of the officers
equipment and the likelihood of a sudden deadly force assault. Other factors including general
fitness level, physical size, maneuverability, loss of visibility, multiple subjects, environmental
conditions, and the inability to disengage immediately all complicate the ground fight.
Some positive features of ground fights include the following:
The subject is close to you, allowing you to keep and maintain physical control.
The subject does not have the support of a strong stance to generate power for striking.
The subject is usually working against time and fearful that you may receive backup or other
assistance.
Some negative features of ground fights include the following:
The subject has immediate access to all of your equipment.
The ground is often a rough surface which can quickly tear and abrade the skin.
Equipment can become painful as you roll on the ground.
Ground fighting is an anaerobic physical activity which will quickly tire you.
The subject has easy access to your vital areas.
Ground escape techniques covered in this section include:
Foundation
escape to the standing position
Hip escapes
Ground defense position
defend and escape from the supine position
defend and escape from side control
defend and escape from a full mount
defend and escape from a rear mount
defend and escape from a head-to-head prone attack
Demonstrate ground control techniques.
A ground fight is very exhausting and requires tremendous bursts of energy for short periods of
time. Stalling is a tactical method of safely controlling a suspect until you physically recover or
reassess the situation, or backup arrives. The stalling techniques presented here are based on
leverage, not strength.
Stalling techniques for ground control covered in this lesson include:
scarf hold
Arm bar
disengaging from the scarf hold
seated stall
Follow-up from the seated stall
straddle stall
Identify target areas for impact weapon strikes.
Intermediate weapons are tools used when empty-handed control is ineffective, but the subjects
level of resistance does not merit deadly force. Though intermediate weapons may cause death or
great bodily harm, they are not fundamentally designed to do so.
A strike with an impact weapon affects a subject psychologically when he sees an officer use the
weapon in a controlled, competent manner. It gives the impression of a well trained officer and
emphasizes his or her authority and command presence.
The most common types of intermediate weapons include the following:
Impact weapons such as batons or weapons of opportunity
Specialty impact weapons such as bean bags or baton rounds
Electronic control devices, such as a dart-firing stun gun like TASER
Chemical agents
An impact weapon is any object used for striking. Impact weapons may disable or cause temporary
motor dysfunction. Temporary motor dysfunction is a type of incapacitation that causes temporary
impairment of muscle control, such as a charley horse.
The most common impact weapon is the baton. Even though new intermediate weapons have been
developed, such as OC spray and dart-firing stun guns, the baton remains a standard tool for some
criminal justice agencies.
The baton is not the only impact weapon available to an officer. Any item an officer has at hand
may be used as a potential impact weapon when needed, such as a broomstick, flashlight,
clipboard, or radio. These unconventional impact weapons are also known as weapons of
opportunity.
An interview stance with an impact weapon is a low profile stance with the weapon held partially
hidden behind the leg.
An offensive ready stance with an impact weapon is a high profile stance with the weapon held at
a shoulder position to enable a rapid strike.
There are specific target areas for striking with an impact weapon.
Demonstrate impact weapon techniques.
The most common techniques using an impact weapon are impact weapon thrusts, impact weapon
swings, and impact weapon blocks.
Identify the types of chemical agents used by criminal justice officers.
Criminal justice officers primarily use two types of chemical agents to control resistant subjects:
oleo-resin capsicum (OC) and/or orthochlorobenzal-malononitrile (CS).
Identify the active ingredient in oleo capsicum.
Oleo-resin capsicum is a natural derivative of the cayenne pepper, although there are some
synthetic forms. The active ingredient in OC is known as capsaicin which produces the heat felt
when it makes contact with human tissue.
Identify the use of the Scoville Heat Unit (SHU) in measuring the burning effect of chemical
agents.
The heat value of capsicum is measured in Scoville Heat Units (SHU). The SHU scale was
originally designed for determining the heat properties (burning sensation) of peppers for the
restaurant industry. Bell peppers are at the low end of the scale and cayenne pepper is higher on the
scale. This is a fitting measurement for a chemical agent like OC which is in essence nothing more
than a vegetable product voluntarily ingested by countless persons in the form of food and
medicine. Though it is true that OC is hot, SHUs are not to be equated with thermal degrees and do
not present the burning dangers associated with fire.
Identify the physical effects of a chemical agent on a subject.

These are common reactions due to the irritation of the skin and slight swelling of the lining of the
throat. The nasal cavity will also swell causing significant discharge ofmucus, and sneezing.
Describe the correct responses to a subjects prolonged or severe reactions to chemical agent
contamination.
OC is particularly effective on moist areas of the body including lips, tongue, and sweaty areas.
Physiological symptoms will often include a loss of balance, loss of coordination, anger, anxiety,
fear, and/or panic.
There have been cases documented where subjects have died inexplicably after being taken into
police custody. Some subjects had been contaminated with OC which raised concerns that OC
caused their deaths. While some unexplained deaths have been attributed to contamination by
chemical agents, studies have shown that OC may be a contributing factor of the excited state of the
subject, but there is no known evidence that OC caused their deaths. Recall from an earlier lesson
the unusual behaviors that indicate a subject may be in a crisis state and in need of immediate
medical attention when encountered.
Officers are required to adhere to certain standards of care for each person contaminated by OC.
Visual contact should be maintained with each contaminated person until the person has recovered.
If unusual behavior is observed, immediately seek medical attention. If symptoms are acute,
stabilize the subject, maintain an open airway, and assure continuous breathing and proper
circulation (DT501.3.Q.2.b.). The manufacturers Material Safety Data Sheet (MSDS) for the
chemical agent used should be easily accessible.
Identify decontamination procedures for contamination from a chemical agent.
Decontamination procedures are an essential component of the proper use of chemical agents. The
chemical agents effects will wear off in time; however, decontamination may decrease the period
of discomfort. Whenever a subject is contaminated, the officer should follow the decontamination
procedures as prescribed by agency policy. This standard of care should take place as soon as the
subject is under control.
Demonstrate weapon retention techniques.
Approximately 7.6 percent of officers murdered in the line of duty are killed with their own
weapon. During a confrontation with a subject, an officer must control his or her weapons to keep
the suspect from taking them.
An officer must remember that he or she brings weapons to every encounter. Therefore,
maintaining an appropriate reactionary gap is one of the most effective methods in preventing the
disarming of an officer. This becomes more difficult in close-quarter combat situations. Officers
must protect their weapons along with their vital areas while engaged in a fight.
The following techniques are covered in this lesson:
Retention of intermediate weapon in carrier/holster
drawn baton retention
holstered handgun retention
drawn handgun retention
Demonstrate handgun disarming techniques.
Disarming techniques are a last resort when an officer believes that the subject is going to shoot
him or her.
Many factors affect an officers decision to employ disarming techniques:
The proximity of the officer to the subject
The officers belief that the subject is going to shoot him or her
The presence of other potential victims in the immediate area
The consideration of other reasonable options
The mindset and commitment to disarm the subject regardless of personal injury or initial failure
This technique relies on several principles to be effective:
Surprisedo not telegraph to the subject that you plan to counterattack.
Telegraphing is small eye, hand, or foot movements in the direction that you plan to move.
Action is faster than reactionwhen you enter the danger zone to deal with a subject, you are the
initiator. The subject must react to your threat.
Verbal distractionReaction time increases when a subject processes two or more pieces of
information at the same time. For example, ask the subject a question immediately prior to taking
action.
Physical proximityto initiate this technique, the subjects handgun must be within arms reach.
You can execute the technique equally well from either side. Although this lesson pertains to the
handgun, you can apply the same concepts to a long gun. Your primary objective is to get the
muzzle pointed in a different direction than toward you.
Demonstrate defense against edged weapons techniques.
If you grab a revolver with the hammer cocked, you may stop it from firing by grabbing the
hammer and preventing the firing pin from striking.
If you grab the revolvers cylinder, you can prevent it from cycling to the next round.
If you grab over the top of a semiautomatic pistol, you may stop the slide from cycling.
However, one shot may fire and the barrel will become very hot. You may also experience
temporary flash blindness.
You can execute this technique equally well from either side. Although this lesson pertains to the
handgun, you can apply the same concepts to a long gun. Your primary objective is to get the
muzzle pointed in a different direction than toward you.
Demonstrate the simulation of deadly force techniques.
To perform redirection techniques, follow these steps:
As the subject attacks, pivot backward to evade his forward movement.
Simultaneously bring both hands up in front of your face to protect vital areas.
Push or slap at the subjects upper arm or shoulder to create distance.
Move away from the subject at an angle or circle.
Follow up with an appropriate technique(s).
Techniques for defense against edged weapons covered in this lesson include:
Defense against an overhead stab with an edged weapon
Defense against a straight/underhand thrust with an edged weapon

Defense against a forehand slashes with an edged weapon
Defense against a backhand slashes with an edged weapon

Define Defensive Tactics

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Define Defensive Tactics

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Chapter 4: Defensive Tactics Brought to you by www.myfloridapoliceexams.

Define defensive tactics

(2)When necessarily committed in retaking felons who have escaped; or

Section 944.35, F.S. provides:

3. To prevent damage to property;

5. To overcome physical resistance to a lawful command; or

Explain the concept of objective reasonableness.

Apply the legal authority for an officers response to a subjects resistance.

Explain escalation, de-escalation, and disengagement.

Disengagement is discontinuing a command or physical use of force, for example, by breaking

Define passive resistance.

Define active resistance.

Define aggressive resistance.

Define deadly force resistance.

Define physical control.

Define nonlethal weapon.

Define deadly force.

Section 776.06, F.S. states:

b. The firing of a firearm at a vehicle in which the person to be arrested is riding.

Section 776.07, F.S., states:

Explain the concept of totality of circumstances.

Some situational factors may include the following:

Severity of the crime

Subject is an immediate threat

Subjects mental or psychiatric history, if known to the officer

Subjects violent history, if known to the officer

Subjects combative skills

Subjects access to weapons

Innocent bystanders who could be harmed

Number of subjects versus number of officers

Subjects size, age, weight, and physical condition

Environmental factors, such as physical terrain, weather conditions, etc.

The heart rate and respiration increase.

Hearing is diminishedthis is known as auditory exclusion.

Identify survival readiness skills for an officer.

Explain the effects of critical incident stress on memory functions.

State methods of controlling the effects of survival stress.

Describe the fundamental principles of applying defensive tactics.

Explain the use of balance in applying defensive tactics.

Balancemaintaining a balanced posture is essential in performing any technique.

Explain how leverage is used in the application of defensive tactics.

LeverageLeverage is using a great force against a weaker resistance. It is used in conjunction

Explain the use of pain compliance in applying defensive tactics.

Pain compliancePain compliance is a subjects response to a combination of pain and verbal

Describe the use of mechanical compliance in applying defensive tactics.

Describe the use of joint manipulation to control a resistant subject.

Describe how to use motor dysfunction to control a resistant subject.

Identify the fluid shock principle.

Identify the necessity of conducting a threat assessment.

Identify verbal and nonverbal cues in assessing threats.

Demonstrate officer presence.

Demonstrate the interview stance.

Stand with head, hips, and feet aligned.

Place your hands above waist level.

Demonstrate the offensive ready stance.

Stand with your head, hips, and feet aligned.

Identify relative positioning.

Demonstrate the slide step approach.

Maintain a balanced stance with head, hips, and feet aligned.

Step with your lead foot.

Slide your trailing foot forward.

Keep your feet shoulder-width apart.