Thinking (and Practicing) Outside Of The Box – Defensive Handgun Deployment

Here’s your attention gainer: Train wrong and you will do wrong. Period.   And in terms of defensive handgun deployment, getting the handgun into the fight if you are unlucky enoughIMG_2544 to find yourself in one is a key to your survival. The problem is, most of us (yes me too at times in the past) are practicing techniques that might not meet the “stimulus/response” test.   The great benefit of practice is that it makes you better at what you practice. The downside to practice is that it makes you better at what you practice.   Read those last two sentences again.   The point is you will perform like you practice because of a process called mylenation (google it and read up on what actually builds habits). We write programs in our brains by doing something repetitively.   The problem is that the program we write might not be the one we want to run in certain circumstances.   One thing about building a skill program is that it is technically not possible to delete the program if it was incorrect.  The key here is that we want to make sure to write the correct program, and stimulus/response is part of this equation.

So how does this relate to defensive handgun deployment? Well consider this. The last time you went to the range, did you practice drawing the handgun and shooting. If so, how did you practice that skill?   If I had to guess based on years of watching how people train, I am guessing you set up a target 2-5 yards away and simply practiced drawing and shooting. Since you are training for self-defense you know the distances you will likely be involved in a fight are very close range, so that is the range you practiced at, right? So is there anything wrong with what you are doing? The answer is not a simple yes or no, but rather an “it depends.” Here me out on this. There have literally been hundreds if not thousands of gunfights videoed and analyzed at this point our history, and how those fights occur teach us a thing or two.

First, we learn very quickly that most people do not stand still when involved in a fight for their life. They run, duck, jump, turn, sprint, and do a myriad of other movements that are related to the situation. They also shoot from non-standard positions while leaning around an obstacle or something that might be used as cover. Additionally, we find that there are distances where when human beings are in close proximity they are often drawn into standing wrestling matches, often times grabbing at the weapons that their opponent has or is going for.   If you doubt this, look at how often police officers have had their own gun used against them. There is an entire holster industry devoted to retention holsters simply because of the fact that bad guys don’t stand still and let police officers draw their handguns and shoot them.

So what’s the point? Given what we know about fights, we know:

  • Movement is a big part of a fight, and survivability probably goes up if you use it to your advantage.
  • At close ranges simply drawing the gun and expecting the bad guy to let us accomplish this might fail. Training to respond with a different solution than just grabbing the gun is a smart move.

If your practice does not ingrain the best responses, no matter how good the technique you perform is, then you might be missing a big part of the training equation.   We can fix that.   The key is to set up simple drills with a few key stimuluses’ so you can practice responding with the appropriate tool at the right time.   For the purpose of this article, the three tools we are going to use to increase survivability are movement, combatives, and proper weapon deployment timing. I am going to give you three drills to work on, each done from a different distance and designed to work a different set of stimulus/responses. You will shoot from standard two-handed shooting positions from each drill. One-handed close quarters positions are not the goal in this article and these drills, and we will cover that material in a future article.

A few more keys:

  • All drills should be practiced dryfire (unloaded) first and then with live fire.
  • Observe all safety and muzzle direction rules during these drills, regardless of movement pattern.
  • Vary the number or rounds (1-4) you shoot in this drill so you do not always build the habit of shooting once or twice.  Make yourself get good hits.
  • Practice each drill at 50-75% speed (movement and weapon deployment) to ingrain correct skill. Speed up as your skill allows.
  • Practice one or two drills during each practice session. Master the skills you are working on rather than attempting to swallow too much at one time.

Keep in mind, this article does not cover the specific steps of the draw process, if you are not well versed in that skill I recommend you check out my book Your Defensive Handgun Training Program or Defensive Handgun Level 1 online.

Drill One: Very Close Range Threat/No Cover or Obstacles available

  1. Stimulus: Threat at close rangeDrill one A
  2. Response: Use combatives and create distance, then draw.
  3. Target: IDPA or similar cardboard target (suggest mounting two targets as securely as possible for striking) set one yard away from your starting position.
  4. Goal: To ingrain the stimulus of responding with strikes and movements before creating distance and drawing the handgun.   At this range, the habit of just reaching for the gun first is a bad one, as the threat will often reach for it as well.   Learn that always drawing right away is NOT always the best option.
  5. Actions: Load and make ready. Start one large step (one yard) away from the target, but make sure it is within striking distance or “one-step” striking distance.   Practice throwing several palm strikes to the target head, then stepping largely (two or more steps) to the rear, left, or right and then draw and engage with several rounds. Make sure you get just outside of arms length! Scan your area and re-holster. Reset and repeat.

Drill Two: Medium Range Threat/No CoverDrill Two B

  1. Stimulus: Threat at medium range, no cover to move to.
  2. Response: Move offline while drawing
  3. Target: IDPA or similar cardboard target set five yards away from your starting position.
  4. Goal: To ingrain the stimulus of movement offline during drawing the handgun.   At this range, the threat is too close to strike, and there is no cover available. Movement offline (left or right) aggressively might buy you a second or two and increase your survivability. The key is to move aggressively and get the gun out as fast as possible.
  5. Actions: Load and make ready. Start five yards away from the target Practice moving aggressively offline to the left or right while drawing. Engage the target as fast as possible while making yourself get hits. If you imagine yourself in the center of a clock, practice movement offline toward 2, 3, 4 and 8, 9, 10 o’clock angles.

Drill Three: Medium Range Threat/ Sprint To Cover

  1. Stimulus: Threat at medium range, cover to move to.IMG_2534-1
  2. Response: Sprint offline, then draw (from cover).
  3. Target: IDPA or similar cardboard target set five yards away from your starting position.
  4. Cover: Set up two barricades or something that can simulate a piece of cover. Set each barricade four yards to left and right of your starting position.
  5. Goal: To ingrain the stimulus of sprinting offline to get to cover, and then drawing theUse of Cover handgun.   At this range, with cover several steps away and available, you increase your survivability by moving aggressively first, then Aggressive offline sprinting gets you ahead of the action cycle the threat is going through. If you try to draw and move at the same time, you slow your movement down and compromise this technique. This movement is an aggressive sprint left or right to the piece of cover.
  6. Actions: Load and make ready. Start five yards away from the target Practice sprinting aggressively offline to the left or right to the cover you have set up. Draw and engage the target from a good cover position with as little exposure as possible.

There you have it, three separate drills that work a stimulus/response pattern that are different than you might be used to. Add these drills to your practice sessions to ingrain proper responses that will increase your survival chances in a dynamic fight for your life!   Don’t forget, these drills can all be done dry fire or with some sort of training handgun like a S.I.R.T. or airsoft gun to ingrain the skills you want to work on.

 

Until Then – Train Hard!

Mike S.

The Failure Point Cycle

Push Till the Wheels Fall Off (taken from The Art Of Instruction- Your Complete Guide to Instructional Excellence) 

The following excerpt is take from my book written for instructors (and used in my FIDC course as the manual), and the material that relates to the failure point cycle and pushing ourselves to the next level is really key.  I hope you enjoy this short post! 

I recently taught a class in Hampton, South Carolina, and in this course I had a repeat student. Repeat students are often more advanced, because they have gone through training before. I had a class that was highly varied in its skill, meaning I had some very low-level students who were quite new students; but I also had a couple of very high-level students with considerable skills.

We’ll call one of these higher-level students Paul, and I wanted to challenge him on a skill we were working on—the concealed draw process. I set up a little game, designating the combat effective hit on the target—we had to hit inside the circle to count—in a progressive drill. We would call out the number of hits required, and then he would initiate his draw process as quickly as he could. As talked about previously in the “catch up” game, I would try to draw and beat him to getting a hit on the target. If I beat him, then it was his turn to try to catch me. (Remember with an advanced student I play this game and we take turns back and forth.)

The first two or three repetitions of the drill, I tried to catch him—to draw and fire and get a good hit, with me starting when I saw him start to draw. That pushed his pace, and he started to make mistakes. Then, when it was my turn to go first, he tried to catch me—and he made even more mistakes. He thought he was pretty good, and my intention wasn’t to cut him down—it was to show him where his skill broke down and needed more work.

Here’s what happens when we are really aggressively pushing the pace and are outside of our comfort zone, no matter what skillset we’re practicing—we find the mistakes. When we find weaknesses in technique, we can address them. I call this “pushing to the failure point.”

Paul’s trouble came with the portion of the concealed draw process where he was to sweep his shirt up and out of the way and get an effective grip on the handgun. If you miss your sweep or you miss your grip on the handgun, you’re going to be behind the curve or not have a solid grip for accuracy. If he missed either of these things, it affected his performance—so we knew this was what he needed to work on at normal speed.

“Sorry, that was a bad shot,” he said at one point.

“Well, what happened?” I asked.

He knew. “I missed the grip on my shirt,” he told me. He knew he’d then rushed everything else. Learning at speed had uncovered a mistake he could work on with more repetitions at a deliberate pace to refine his fundamentals.

The point of these drills isn’t necessarily who wins or loses them; again, it’s to help bring mistakes in form or style to the surface so we can address them. A lot of times, an advanced student will not be challenging him- or herself during the normal class drills because of his skill and confidence. He probably also will realize that he is more advanced than most of the students in the group, which makes the training environment stress free. But when I go up against him and start pushing his pace and add that stressor, he will start to make mistakes. The key component is that once he makes a mistake, ask him what he did wrong right away, while it’s fresh. If you’ve done your job as an instructor, he will often be able to tell you—if not, let him know how to correct it and move on.

What you’ll find more often than not is that when students start to make mistakes and the wheels fall off, they’ll get it and know what they did wrong. This is a very powerful way to help students learn, and if they can self-correct like that, it’s huge kudos to you—you’ve done your job, and the students understand the technique.

I like to leave students with this thought after challenging them: “This is the pace I want you to push—I want you to push to your failure point, and then I want you to correct the technique. Back off the pace, correct your error, and then push your limits once again.” The process is a cycle: push – fail – fix – push.

Another great technique is to line the students up with the really good shooters on one end and less skilled shooters at the other. This way the students are often near someone close to their skill level, more advanced, or less advanced. I will then pair the group up have the students do this Catch-Up Drill with each other, pushing the pace of drill and finding failure points.

We often learn when we are trying to do a skill at speed. When students try to push

This picture shows the failure point cycle, a key to improvement during goal-ceentric practice.

This picture shows the failure point cycle, a key to improvement during goal-ceentric practice.

against you, they will make mistakes. Teach them to continue but then to evaluate what they did wrong—and then to refine their fundamentals with more repetitions. Students will benefit from performing drills at speed, and their ability to recognize good or bad technique will improve with challenges like this. This concept can really be applied to any type of drill, as long as it is done safely.

How Pushing Makes Us Grow

In a previous chapter, I showed you a chart on 57. Challenging a student pushes them into Zone 3, which is where we go into redline. We should not try to operate or compete from here, but when students get into this zone during training, we can see holes in their skillsets from performing outside of the confines of what they can control. Note, I do not mean “unsafe”—we’re talking about a zone where they are going too fast to be in total control, while still remaining safe. Sometimes we must push into that uncontrolled zone to go to the next level.

Near the beginning of the book in my Theory of a Miss, I talked about negative triggers that decrease our performance. One of these was the fear of failure, and this is an excellent time to teach your students not to fear failure but to embrace it and learn how to use it to make them better. Remember, fear of failure is the most common emotional trigger, and students will tie failures to their self-image if we don’t help them learn how to channel it into a positive.

Failure is part of life—but we typically only fail when we try to do something we haven’t tried before or when we push ourselves. We don’t want our students to not push their skills, but when we challenge them they will eventually fail and make mistakes. Challenges are the perfect setting for training this positive view of failure as a training tool.

We change the fear of failure by changing the way students think. We can train them so see failure as something so positive and powerful that, if used correctly, it will drive them to future success. Remember, failure is the motivation that has driven all great successes.

Challenging your students is an incredible way to help them learn. It creates great experiences for them and in pushing them, you can help them see the holes in their techniques. Teaching them to self-correct is very important, and it’s a life-long skill that will serve your students well. I think of it as being like that old adage: “Give a man a fish, and he’ll eat for a day. Teach him to fish, and he’ll eat for a lifetime.”

Until Then- Train Hard!

Mike S. 

Warrior Talk: Gunfighting With a U.S. Army Ranger – Combat Veteran

Podcast #11:  Interview with Jeramy Smith

to The American Warrior Show, the podcast of the American Warrior Society.  This show is designed for one thing: To help keep you safer through information, motivational concepts, and action steps!  We appreciate your listenership and value your opinion.  Please send comments, questions, or requests on the show to: support@shooting-performance.com

Thank you so much for listening to my show.  Please share it on social media and other methods with freinds who want to be safer!

Show #11

  • Interview with Jeramy Smith, Combat Veteran and U.S. Army Ranger
  • Discussion with Jeramy about his combat experience.
  • Shooting thoughts and training for gunfights!
  • Tips for female shooters.

Resources

  • More articles:  blog.shooting-performance.com

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Thank you to the show Sponsors: 

  1. Next Level Training (coupon code:  “seeklander” for 15% off!)
  2. Umarex USA (coupon code: “seeklandercoupon” for 10% off!)
  3. Armscor USA
  4. JP Tactical Rifles

Until Then – Train Hard! 

Mike S.