Coaching self-defense under COVID-19: challenges and solutions in the police and civilian domain

Abstract

The spread of SARS-CoV-2 has led to a general shutdown of police and civilian self-defense training. While means of distance learning such as online teaching appear to be feasible for theory dominant subjects addressing cognitive resources of the learner, combat-related practices like self-defense trainings don´t seem to fit into the realm of virtual learning due to their bodily foundation. This is made clear by the collective perplexity of police and civilian coaches, gyms and organizations, on how to proceed with training during the lockdown in general, while approaches of distance learning (e.g., online learning) have rarely been considered. In the following article, we tackle the situation of police and civilian self-defense coaches in times of Corona. In a first step, contextual changes and challenges of coaching self-defense are identified through the lenses of a professional coaching model. In line with basic assumptions of ecological dynamics, adaptability seems to be the decisive resource for the coaching and training of self-defense in times of Corona. As an example for such an adaptation in training practice, a conceptual framework for distance-based self-defense training in the civilian and police domain is presented. This framework is adjusted to the respective requirements of physical distancing and adopted to novel security matters within the public sphere caused by the current regulations. In sum, the article attempts to provide ideas and orientation for police and civilian self-defense coaches as well as for their own development possibilities.

Full text

Vol:.(1234567890)
Security Journal (2022) 35:118–132
https://doi.org/10.1057/s41284-020-00269-9
ORIGINAL ARTICLE
Coaching self‑defense underCOVID‑19: challenges
andsolutions inthepolice andcivilian domain
SwenKoerner1 · MarioS.Staller2
Accepted: 27 October 2020 / Published online: 22 November 2020
© The Author(s) 2020
Abstract
The spread of SARS-CoV-2 has led to a general shutdown of police and civilian
self-defense training. While means of distance learning such as online teaching
appear to be feasible for theory dominant subjects addressing cognitive resources
of the learner, combat-related practices like self-defense trainings don´t seem to fit
into the realm of virtual learning due to their bodily foundation. This is made clear
by the collective perplexity of police and civilian coaches, gyms and organizations,
on how to proceed with training during the lockdown in general, while approaches
of distance learning (e.g., online learning) have rarely been considered. In the fol-
lowing article, we tackle the situation of police and civilian self-defense coaches in
times of Corona. In a first step, contextual changes and challenges of coaching self-
defense are identified through the lenses of a professional coaching model. In line
with basic assumptions of ecological dynamics, adaptability seems to be the deci-
sive resource for the coaching and training of self-defense in times of Corona. As
an example for such an adaptation in training practice, a conceptual framework for
distance-based self-defense training in the civilian and police domain is presented.
This framework is adjusted to the respective requirements of physical distancing and
adopted to novel security matters within the public sphere caused by the current
regulations. In sum, the article attempts to provide ideas and orientation for police
and civilian self-defense coaches as well as for their own development possibilities.
Keywords Self-defense training· Police training· COVID-19· Coaching·
Expertise· Ecological dynamics
* Swen Koerner
koerner@dshs-koeln.de
1 Department forTraining Pedagogy andMartial Research, German Sport University Cologne,
Am Sportplatz Müngersdorf 6, 50933Cologne, Germany
2 University ofApplied Sciences forPolice andPublic Administration North-Rhine-Westphalia,
Dennewartstraße 25-27, 52068Aachen, Germany
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Coaching self‑defense underCOVID‑19: challenges andsolutions…
Introduction
The corona pandemic triggered by SARS-CoV-2 poses major challenges to mod-
ern society worldwide. The development of COVID-19 is dynamic in nature and
requires regionally and nationally adapted decisions depending on the current situa-
tion (Adam 2020). In their formal structure, political decisions related to the corona
crisis correspond to a type of decision-making, for which Calabrese and Bob-
bitt coined the term "tragic choices" (Calabresi and Bobbitt 1978): The tragedy of
choice is situated in the fact that positive effects in one regard are accompanied by
negative outcomes in the other. While the political decision for a collectively bind-
ing lockdown in work and leisure slows down the spread of the virus, as it is clearly
a current fact for Germany (RKI 2020), the associated measures build major chal-
lenges for numerous fields of modern society. Especially self-defense training in the
civilian and police domain is affected by the restrictions on social interaction in a
fundamental way (Andreucci 2020), since, for most of its practices and application
contexts, direct physical contact is a key (Krabben etal. 2019).
The spread of SARS-CoV-2 in Germany has led to a general shutdown of
self-defense training in civilian schools and gyms as well as in police organiza-
tions since mid of march 2020 (BR 2020). While means of distance learning such
as online teaching appear to be feasible for theory dominant subjects address-
ing cognitive resources of the learner, practices like self-defense training does
not seem to fit into the realm of virtual learning due to their bodily foundation.
This has become obvious by the collective perplexity of individual and collective
actors within the civilian and police domain, on how to proceed with training dur-
ing the lockdown in general, while approaches of distance learning remain vague.
Even if the current easing of contact restrictions allows for a gradual return
to training and interpersonal interaction at a distance of 1,5 to 2m (DOSB ), it
is still hard to predict when regular training as in the days before the COVID-19
pandemic will be possible. Similarly, a renewed wave of infection could result
in a return to lockdown and thus a ban on direct training (Heiden and Buchholz
2020). However, in view of the health risks, a return to normal training appears to
be more (2020) likely to be advisable in cautious steps.
In the following article, we tackle the situation of police and civilian self-
defense coaches in times of corona. In a first step, (2) contextual changes (a) and
challenges of coaching self-defense under contextual conditions of physical dis-
tancing (b) are identified through the lenses of a professional coaching model.
According to basic assumptions of ecological dynamics (3), adaptability seems
to be the decisive resource for professional coaching and training of self-defense
in times of COVID-19. As an example for such an adaptation in training practice,
(b) a conceptual framework for distance-based self-defense training within the
police and civilian domain is presented and adjusted to the respective require-
ments of physical distancing and adopted to novel security matters within the
public sphere caused by the current regulations. Overall, the article aims at pro-
viding ideas and orientation for police and civilian self-defense coaches as well
as for possibilities for their own development.
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S.Koerner, M.S.Staller
Contextual changes andchallenges forself‑defense coaches
Coaching andcontextual changes
Coaching in general can be characterized as a complex decision-making process
(Abraham and Collins 2011; Lyle 2018), posing high demands on the individual
coach and coach education. The coaching model developed by Muir and colleagues
(Muir etal. 2011; Till etal. 2019), which has recently been modified for combative
contexts (Staller 2020), conceptualizes coaching according to six central dimensions
that reflect the complexity and dynamics of the coaching process (see Fig.1).
Accordingly, the central task of coaches is to orientate the planning and practice
of training to the characteristics and requirements of the criterion environment of
self-defense in the civilian and police domain (what dimension), to include the pre-
requisites and initial states of the learners (level of knowledge, motivation, develop-
mental prerequisites, etc.) (who dimension), and to adjust the teaching method (how
dimension). However, neither planning nor training itself resides in a vacuum, but
are rather embedded in the personal characteristics of the coach (self dimension) as
well as in the specific social and organizational (context dimension). The practice
dimension includes the practice of planning, the training itself, and the reflection of
one’s own actions under the continuous influence of changing parameters.
Within this network, individual dimensions of the model are deeply intercon-
nected: changes to individual parameters affect the system as a whole. For exam-
ple, changes in the training environment (context dimension) can lead to changes in
Fig. 1 Professional coaching model (Staller 2020)
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Coaching self‑defense underCOVID‑19: challenges andsolutions…
training content (what dimension) and delivery (how dimension), which may affect
the actual motivation of learners (who dimension). The availability or necessity of
a new training environment in turn has an effect on the design of weekly training
classes (practice dimension), which can be designed differently in relation to the
(un)conscious own values and the motivation of the trainer in connection with the
altered situation (self dimension). While contextual changes in self-defense training
usually show up in the area of material development (e.g., body protection, training
pads) or in the resources available (training facilities, training partners), the current
COVID-19 pandemic as a socio-cultural context variable is leading to changes in
social context of self-defense training with a corresponding influence on coaching
practice. Viewed from the context of training under normal conditions with direct
physical contact (context phase 0), the COVID-19 pandemic has caused two differ-
ent contextual conditions and phases so far.
Context phase 1—lockdown
The phase of lockdown is characterized by a standstill of self-defense training in
police organizations, clubs, and gyms (Andreucci 2020). Contacts with other people
beyond the own household are strongly limited by law. The life of the learners takes
place mostly within their own home.
Context phase 2—cautious approach andrisk minimization
The second phase is characterized by risk minimization of COVID-19 transmission
and includes keeping a distance (min 1.5—2m) between the persons present during
training, giving preference to outdoor activities, reducing the size of training groups,
and protecting members of risk groups (DOSB 2020).
Since the development of the pandemic can hardly be predicted at the present
time (Heiden and Buchholz 2020), all contextual phases are in principle subject to
change. For Germany, which is currently proceeding in phase 2, a transition to nor-
mality (phase 0) is just as conceivable as a relapse into phase 1 (Lockdown) in the
event of a renewed wave of infection. In the following, we will focus on contexts 1
and 2, as we assume that civilian and police self-defense coaches face special chal-
lenges due to the novelty of both of these contexts (Andreucci 2020).
Challenges
The lockdown phase (context phase 1), in which direct contact to people outside
the own family is prohibited as well as the phase of training under distance condi-
tions (context phase 2) is linked to challenges for coaches in self-defense-related
professions.
For the who dimension (1), motivational aspects of the learners as well as aspects
of the coach-learner relationship are challenged, since the prescribed measures of
physical distancing prevent the possibility for normal training and competitions and
tend to result in self-defense learners retreating into the private sphere. In both cases,
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122
S.Koerner, M.S.Staller
the question arises under which conditions, the social relationship between coaches,
the individual learner, and learning groups can be maintained. The training has to
be adapted (a) to the COVID-related regulations and (b) according to the needs and
expectations of the learners, ranging from the wish for safety and health on the one
hand, and the desire for social contact and continuation of the training on the other.
In the what dimension (2), coaches are faced with the task of identifying, develop-
ing, and restructuring training content which a) is possible under the current restric-
tions and b) which make sense in terms of the respective criterion context. For self-
defense training, the environment, where skills have to be applied, has been altered.
Wearing of mouth–nose masks or the shift of life into the private sphere changes the
characteristics and the dynamics of social conflicts civilians and police officers are
facing. There is uncertainty about how the selected self-defense content in training
will fit into the long-term development of the learners and what relevance it will
have in future criterion contexts. Concerning the curricula that already exist and that
have to be taught (e.g., in police recruits’ education), questions about restructuring,
cutting down or changing content begin to rise.
In the how dimension (3), coaches are faced with the question of how iden-
tified content can be designed in such a way that the learning environment meets
the requirements of the criterion environment. Since interaction in most context of
self-defense training is based on physical proximity and contact, fully representa-
tive training activities are not possible in either context (1 and 2). Especially in the
domain of visual and kinaesthetic stimulation with interacting partners and environ-
mental factors (e.g., confined spaces, in a car), appropriate solutions are required.
Within the practice dimension (4), challenges of the what, how, and who dimen-
sion converge on the question of how martial arts training in times of corona as a
whole can be planned and executed. For self-defense training, there is no reference
experience in comparable contexts. Due to the novelty of the situation, a great deal
of time must be expected when planning and organizing the training and linking it
to medium- and long-term training objectives. For the teaching practice itself, the
question arises as to how meaningful tasks can be designed, how interaction can
be arranged and how feedback can be given for the respective practice. Overall, the
future relevance of the efforts made within this domain remains uncertain.
For the dimension of the coaching self (5), the current restrictions may irritate
existing beliefs, values, and attitudes towards the training process. Thoughts such as
"this can’t be done" or "that’s not the way training has to be done" are possible here.
The challenge is to identify and work on one’s own assumptions that guide one’s
actions in relation to training and to open up to new, previously unknown ways of
thinking and acting.
The list of challenges is admittedly remarkable: physical proximity between
learners and coaches is limited, social relations to the athletes have to be maintained,
relevant training content has to be identified, and familiar ways of interaction and
delivery have to be adapted. Skill development is difficult to assess, the organiza-
tional effort is much greater than before COVID-19 pandemic and overall, there is
a lack of reference experiences. Hence, it is quite understandable when police and
civilian self-defense coaches initially react irritated. However, as it is known for the
learning processes in general (Dewey 1910), the phase of irritation can merge into
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Coaching self‑defense underCOVID‑19: challenges andsolutions…
learning, as soon as each of these problems is viewed as currently given constraint
conditions and thus with their inherent potential for development possibilities. Not
quite incidentally, this exactly is the mindset self-defense coaches expect of their
learners: To overcome the shock of an unexpected situation and turn into adaptive,
creative problem-solvers (Staller and Abraham 2016).
A conceptual framework forself‑defense coaches
The plea for adaptivity of self-defense coaches can also be substantiated consider-
ing key ideas of ecological dynamics (Roberts etal. 2019). Ecological dynamics
supposes (a) a mutuality of individual and environment, meaning that individu-
als perceive the environment and create the environment at the same time (Gibson
1979), and (b) the paramount role of individual, task, and environmental constraints
(Newell 1986), delivering individuals opportunities for action and allowing them to
attune to information, which guide their behavior (Koerner and Staller 2020; Ren-
shaw etal. 2010; Renshaw and Chow 2019). The peculiarity of constraints in view
of ecological dynamics lies in the fact that they constitute both limitations and pos-
sibilities of behavior at the same time (Torrents etal. 2020).
Key constraint—the coaching self
By situating the individual self-defense coach not in the position of an external
observer, but as a relevant player within the ecological approach (Orth etal. 2018),
contextual changes caused by SARS-CoV-2 can be seen as environmental con-
straints resulting in challenging tasks to which the coach behaves in several possi-
ble ways, ideally taking them as opportunities for action. As mentioned before, how
coaches attune to the specific unfamiliar situation depends on the personal mindset,
which is acting as an individual constraint and affordance in the light of ecological
dynamics. Ecological dynamics does not only allow for a theory-based description
of the demanding situation police and civilian self-defense coaches (self dimension)
are currently confronted with. Providing the basis for a "principled approach to skill
learning across all sports and in all pedagogical settings" (Renshaw and Chow 2019,
p. 104), ecological dynamics offers concrete orientations for the design of self-
defense training and thus for a constructive approach to the requirements discussed.
Constraining thewhat dimension
Under the conditions of lockdown (context phase 1) and distance regulation (con-
text phase 2), both the criterion and the training environment of police and civilian
self-defense have been changed. Self-defense practices and police use of force refer
to interpersonal threat and conflict dynamics in the public sphere, which may be
influenced and changed by the measures of contact restriction. For instance, the fol-
lowing new scenarios caused by SARS-CoV-2 and corresponding regularities are
conceivable: (a) spatial isolation could lead to an increase in incidents of domestic
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124
S.Koerner, M.S.Staller
violence and less available support services (Usher etal. 2020). Furthermore, (b) an
overall increased tension in the population due to the novel situation, (c) the removal
of a mouth and nose protector at the corresponding obligation to wear it, (d) navigat-
ing between large crowds with a minimum distance, (e) the falling below the mini-
mum distance, or (f) cases of aggression aiming at transmission of SARS-CoV-2
bears an enormous potential for conflict between people in public spaces. The wear-
ing of a mouth and nose protector alone changes the situational parameters and qual-
ity of conflict dynamics. For example, facial expressions, gestures, and acoustics of
the interacting persons which are covered by the "mask" or which can only be per-
ceived to a limited extent imply the possibility of not being recognized or not being
recognized in time or of being misinterpreted, which makes it difficult, among other
things, to send and attune to de-escalating signals (e.g., via a smile). In addition,
mouth–nose protection restricts the supply of air, which can increase the physiologi-
cal arousal of conflict partners and lead to an increasing restriction of cognitive and
physical capabilities.
The identification of these and other contextual and situational parameters of civil
conflicts provides specific clues for the training environment of police and civilian
self-defense practices to expand and differentiate the scope of what to be taught,
e.g., coping with specific corona scenarios under the described restrictions.
For the training environment of civilian self-defense and police training, cur-
rent restrictions in interpersonal contact result in the following opportunities for the
selection of content:
(1) Focus on basic and complementary skills that promote the development of key
action capabilities in the long term, including the development of physical per-
formance (e.g., general and specific fitness training), basic motor skills, as well
as specific skills such as training of explosive attacking actions (Staller etal.
2018, 2020a). The isolated training of defensive actions also offers opportunities
for functional development of learner`s competence experience.
(2) Expansion of declarative knowledge structures through lectures, discussions,
and video analyses, which can lead to a deeper understanding with regard to the
subject matter.
Once possible contents of civil and police self-defense training under conditions
of corona have been identified, the question for trainers is raised, how these top-
ics can be implemented in training in a representative manner so that the learner’s
activities within the training environment meet the requirements of the criterion
environment.
Constraining thehowdimension
The contextual conditions of training at a distance are linked to challenges for
coaches in terms of task design. For example, in most types of self-defense train-
ing, direct physical contact with changing training partners is required. Fighting
generally can be conceptualized as a mode of physical communication, established
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Coaching self‑defense underCOVID‑19: challenges andsolutions…
through the dense interaction of bodies (Körner etal. 2019; Krabben etal. 2019;
Staller and Körner 2019). It is central to skill development in self-defense and police
training that coaches design training activities in a representative manner (Pinder
etal. 2011; Staller etal. 2017). Exercises and tasks are representative if they resem-
ble key requirements set in the application context (functionality) and thus enable
the trainee to behave as he/she should behave in the criterion environment (action
fidelity, Pinder etal. 2011). This includes the focus on behavior-specific informa-
tion in a) physical (e.g., dealing with speed and force), b) perceptual-cognitive (e.g.,
dealing with surprise), and c) affective (dealing with emotions) terms as well as the
exploration of adequate coping strategies (Broadbent etal. 2015; Headrick et al.
2015; Komar etal. 2019; Maloney etal. 2018).
Splitting up the representativeness of a learning task (Fig. 2) allows the self-
defense coach to "play" in a way that is similar to playing at a mixing desk. In the
totality of the simulations performed in a training program, it can thus be ensured
that central elements of the criterion environment must be played in step by step,
varied gradually, and treated by learners (Körner and Staller 2017). While under
"normal" training conditions, martial arts training aims to ensure a high overall rep-
resentativeness of tasks, current coaching contexts require an increased splitting up
of representativeness and ensuring that a high representativeness is maintained in
the sum of individual tasks and exercises. This approach is not new in self-defense
physical affective
validcues/surprises
informationprocessing
problem-solving
perceptual -cognitive
anxiety/pressure
emotion-laden
pain-avoidance
speed/force
spatialstructure
contact
Representativeness
Health &Safety
environment
safety gear
training area
dangerousnessofweapons
intensity
reducing availableoptions
reducingsurprises
reducing ambiguity
complexity
less /nocontact
excludingtargetareas
reducing speed/force
simulation
testing
environment
learning
environment
functionalityaction fidelity
reducing errors /mistakes
reductionofserious
consequences in case
of error/mistake
trade-offtrade-off
skilllevel of player /learner
skilllevel of simulator/partner
Fig. 2 The trade-off model of simulation design (Staller etal. 2017)
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126
S.Koerner, M.S.Staller
training, since a comprehensive overall representativeness cannot be guaranteed due
to the risks to the health and safety of the trainee (Staller etal. 2017).
Contemporary context and regulations of physical distancing require police and
civilian self-defense coaches to apply and develop task designs, for example, show a
high degree of representativeness in the perceptual-cognitive area, while at the same
time being less representative in the physical component. For instance, the following
options are feasible:
(1) Interaction of functional optical and acoustic stimuli allowing for action fidelity
while maintaining distance, e.g., simulation of attacking actions in the area of
kicking or striking techniques by ecological valid triggering stimuli (e.g., weight
shift by the attacker/simulator), presenting opportunities for defense actions
which have to be perceived and executed by the player (defender).
(2) Interaction of functional kinaesthetic stimuli and valid responses while maintain-
ing distance. Here, creative coaching methods must be explored to ensure inter-
actions while maintaining the minimum distance. Initial ideas (practiced by the
authors) include the use of kinaesthetic "bridges" such as "pool noodles" (of 1.5
to 2m length) for attack variations on which defense actions can be performed
or the use of ropes to ensure tension–compression movements in the interaction.
Constraining thepractice dimension
The identified contents and design ideas presented finally lead into the practical
dimension. How can those ideas and plans be implemented in practice, for example
in the phase of lockdown (context 1), where interaction with martial arts learners
is only possible as interaction among absentees via modern media. What forms of
delivery and pedagogical approaches are available here? To which amount differ-
ent approaches are appropriate and how can they technically be realized? Where is
the place for linear pedagogy, advocating coach-centered demonstration and expla-
nation of ideal solutions and imitation by the learners? Where is a place for non-
linear pedagogy (Chow etal. 2016; Körner and Staller 2018; Koerner etal. 2020),
offering learners the opportunity to make individual decisions, exploring individual
solutions-based interactively provided tasks and cues? The latter, for instance, could
be realized within a synchronic online training (e.g., via Zoom, Webex).
For example, if in simulation of a punch attack by the coach, visually and acousti-
cally mediated by the camera, the learners themselves are left to decide what (what-
decision) to do and how (how-decision). In this case, task design as well as the
delivery affords learners’ exploration and exploitation of functional movement vari-
ability. Opportunities for learners defense and counter actions are created through
the deliberate manipulation of constraints and are thus set by the task (not to get hit),
the environment (learners may have to train in private rooms, to put a chair between
themselves and the screen, etc.) and through individual constraints, e.g., by wearing
a rucksack while performing defense and follow-up actions. But how can individual
real-time feedback be delivered and technically be managed on screen? Is there a
use for all of this in future? How does learning this way contribute to long-time
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Coaching self‑defense underCOVID‑19: challenges andsolutions…
Table 1 Impact of contextual changes (context phase 2)
Dimension Contextual changes (context 2) Challenges Possibilities Limits
What Changing the application environ-
ment
New conflict scenarios and situ-
ational dynamics
Changes of the learning environment
Training is again allowed at a
distance < 1.5m from the partner
in close proximity (compared to
phase 1)
Identification (and development) of
training content whose training is
possible and fits into the long-
term development of the learners
regarding needed competencies for
performance within the criterion
environment
Application environment
Expansion of possible training
contents
Learning environment
Focus on complementary skills
(fitness, technique, situational
awareness etc.)
Expansion of declarative knowledge
(video analysis of application situa-
tions, presentations)
Certain training contents prohibited
(e.g., ground fighting, choking
techniques)
How No contact allowed
Outdoor training
Smaller groups
Design of representative learning
environments
Compared to phase 1
More partners for (visual/acoustic)
stimuli and interactions
Possibility of interaction involv-
ing tension/pressure (kinaesthetic
stimulation)
completely representative training
activities not possible
Kinaesthetic stimulation only partially
representative
Interaction of visual information and
actions only partially representative
Who Contact is not allowed
Seeing others is allowed
"Desire" for togetherness
Identification and consideration of
current wishes, needs, and expecta-
tions of the learners
Getting to know the learners better
Focus on relation between athlete
and coach: growing together in
times of crisis
Retreat of learners/trainees into the
private area possible
Motivational problems due to lack
normality/usual training
Self New situation as danger/insecurity"
Confrontation of own beliefs about
training; danger of "I can’t"/"this is
not feasible""
Identification of own attitudes,
values, and resources that guide
actions with regard to training
Recognition of own assumptions that
guide actions
Training of creativity, adaptivity, and
flexibility in training design
Future relevance unclear/uncertain
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128
S.Koerner, M.S.Staller
Table 1 (continued)
Dimension Contextual changes (context 2) Challenges Possibilities Limits
Practice Planning: no reference experiences
with training in comparable con-
texts; problems in future orientation
(periodization)
Time-consuming implementation
under general conditions and
requirements
Delivery: No direct proximity to
learners; different "feeling" of the
training; organizational effort
Reflection: Feedback about "what
works" not directly visible (in the
application environment)
Development/adaptation/strengthen-
ing of existing planning, implemen-
tation, and reflection structures
More theory-driven and experimental
instead of experience-based
More organizational effort
Systematic evaluation possible
Trying out new training interven-
tions, ways of delivery, supporting
material/media/technology
Discussion of the theoretical justifi-
cation for the use of specific forms
of training
Opening up new possibilities for
reflection and evaluation on the
effectiveness of training activities
Future relevance unclear/uncertain
Context Rules and regulations on contact
restrictions between persons
Creation of contextual conditions
that allow self-defense training
with individuals under current
regulations
Training groups that train under
quarantine conditions
Training with persons from a
household
Not possible/allowed for all learners/
trainees at all levels
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Coaching self‑defense underCOVID‑19: challenges andsolutions…
learning and performance goals? There is no doubt that many open questions are
linked to the coaching practice of police and civilian self-defense training in times
of Corona—answers to these questions can only be found by doing it, by teaching
(Table1).
By becoming active in times of Corona and offering training, by entering unfa-
miliar terrain, e.g., in the field of technical forms of communication (e.g., via zoom),
by testing online-based distance learning, by adapting approaches to delivery, and
by designing novel tasks, self-defense coaches embody a sense of community and
social relatedness—and thus move into the core of the learners needs and expecta-
tions (who dimension). As motivation research has repeatedly argued for the posi-
tive influence of measures to promote and stabilize social relatedness on motiva-
tion (Mageau and Vallerand 2003; Rigby and Ryan 2018), it can be assumed that
especially in times of obligate physical distance, learners appreciate the willingness
and initiative of their coaches to find alternative solutions of contact and interaction.
Also, and precisely because the situation obviously forces police and civilian self-
defense coaches to leave their comfort zone, the situation automatically leads to the
development and opening up of new expertise in the field of media and pedagogy
and therefore to possibilities for professional development.
Conclusion
Police and self-defense coaching are challenged by the current COVID-19 pandemic
and the associated measures of physical distancing. Due to a lack of experience, sim-
ple answers and solutions are not to be expected. At first glance, it may seem strange
for police and civilian coaches to get involved in the possibilities of self-defense
training under conditions of current contact restrictions; after all, self-defense nor-
mally includes proximity and direct physical contact. In this article, we argue that
we should not leave it at the defensive reflex, but rather see the crisis as a potential
for the adaptation of professional coaching practice and thus make it the starting
point for our own development opportunities. As such, the COVID-19 pandemic
provides an opportunity to redevelop coaching expertise (Turner etal. 2012; Staller
and Körner 2020b) and by this developing, the ability enabling them to decisively
respond to new expertise demands that arise as a result of changes in their expertise
territories: “flexpertise” (Frie etal. 2018). This is preceded by the willingness to do
exactly what police and civilian self-defense coaches expect of their learners to do
on a regular basis: overcoming the shock of an unexpected situation and becoming
adaptive, creative problem-solvers.
Acknowledgements We thank the anonymous reviewers for their valuable comments, which have helped
to increase the overall quality of this article. Furthermore, we would like to thank all participants of
our online trainings, without whom the development and exploration of online-based solutions for self-
defense training would not have been possible.
Funding Open Access funding enabled and organized by Projekt DEAL.
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S.Koerner, M.S.Staller
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directly from the copyright holder. To view a copy of this licence, visit http://creat iveco mmons .org/licen
ses/by/4.0/.
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