Standards, and Student Testing (CRESST)

National Center for Research on Evaluation, Standards, and Student Testing, 2009

The goal of this report was to test the use of sensor-based skill measures in evaluating performance differences in rifle marksmanship. Ten shots were collected from 30 novices and 9 experts. Three measures for breath control and one for trigger control were used to predict skill classification. The data were fitted with a logistic regression model using holdout validation to assess the quality of model classifications. Individually, all four measures were significant; when considered together, only three measures were significant predictors for level of expertise (p < .05). Overall percent correct in shot classification for the testing data was 90.0%, with a sensitivity of 67.5%, and 96.0% specificity.

PsycEXTRA Dataset, 2000

The goal of this report was to test the use of sensor-based skill measures in evaluating performance differences in rifle marksmanship. Ten shots were collected from 30 novices and 9 experts. Three measures for breath control and one for trigger control were used to predict skill classification. The data were fitted with a logistic regression model using holdout validation to assess the quality of model classifications. Individually, all four measures were significant; when considered together, only three measures were significant predictors for level of expertise (p < .05). Overall percent correct in shot classification for the testing data was 90.0%, with a sensitivity of 67.5%, and 96.0% specificity.

PsycEXTRA Dataset

This paper reports validity evidence for the use of sensor-based skill measures in evaluating performance differences in rifle marksmanship. Nagashima, Chung, Espinosa, Berka, and Baker (2009) describe four measures used to predict skill classification of expert and novice shooters for known distance rifle marksmanship, three related to breath control and one for trigger control. In this study, skill measures from seven experts and nine novices were collected and classifications were generated resulting in an overall percent correct of 75.6%, with a sensitivity of 54.3%, and 92.0% specificity.

National Center For Research on Evaluation Standards and Student Testing, 2009

Measures of rifle marksmanship skill and performance were developed using a prototype instrumented laser-based training system. Measures of performance were derived from laser strikes on a video-projected target. Measures of rifle marksmanship skill-breath control, trigger control, and muzzle wobble-were developed from shooters' breathing and trigger squeeze patterns. Existing marksmanship instructional materials and expert shooters' breath and trigger control profiles guided the development of the skill measures. A shooter's breath control was described as where and how long into the respiratory cycle the trigger broke. A shooter's trigger control was described as the duration of the trigger squeeze. A shooter's muzzle was described as the total acceleration during the two seconds prior to the shot. The use of sensor-based measures provides insight into exactly how a shooter is executing two of the three skills considered to be the fundamentals of rifle marksmanship.

2004

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The research sought to determine whether performance on a prior knowledge test of marksmanship added any predictive power beyond that from simply asking Soldiers if they have experience shooting outside of a military context (e.g., hunting). We tested the relationship between marksmanship prior knowledge and the shooting performance of 54 students across three classes of the Army Squad Designated Marksmanship (SDM) Course and 184 Soldiers during Infantry One Station Unit Training (OSUT) on the Basic Rifle Marksmanship (BRM) qualification course of fire. We found that prior knowledge did significantly predict marksmanship performance beyond any effects of prior shooting experience outside of the military in both the SDM and BRM groups. However, the effect size for BRM was too small to be useful for effective instructional grouping for BRM.

Military Psychology, 2006

We propose that future rifle marksmanship research be framed within a phases-ofskill-development model (Ackerman, 1987, 1992; Anderson, 1982; Fitts & Posner, 1967). Prior research on predicting shooting performance suggests a deceptively complex task sensitive to variations in the individual, equipment, and environment. We argue that rifle marksmanship research should be framed around perceptual-motor, cognitive, affective, equipment, and environmental variables. Although it is unlikely that equipment and environment can be controlled, much can be learned-with training implications-about how perceptual-motor, cognitive, and affective variables relate to shooting performance. The phases-of-skill-development model is silent on affective variables but suggests that cognitive factors will be most sensitive to individuals learning how to shoot, and perceptual-motor variables most sensitive to individuals who already know how to shoot. Identification of where trainees are in their skill development could lead to more efficient and targeted training and decreased training costs.

1989

2020

The aim of this paper was to provide a possible methodological solution for monitoring of the marksmanship training progress and evaluation of the level of shooting skill acquisition with service pistol CZ99. The second aim was the idea of development of a screening model for gender-dependent classification of the police personal, other security personnel and sport-oriented personnel in relation to their basic marksmanship skill. The research sample included a total of 83 participants (Men = 53, Women = 30) initially divided into four qualitative categories according to the personal shooting experience and shooting skill level. The applied principal component analysis has revealed a highly stable structure of the component matrix of the extracted factor. The following variables had the highest descriptive value in relation to the shooting skill in the respective samples regardless of distance: Men an averaged value of the hit circles on the target and rounds fired, the index of effi...

National Center For Research on Evaluation Standards and Student Testing, 2009

In this report, researchers examined rifle marksmanship development within a skill development framework outlined by Chung, Delacruz, de Vries, Bewley, and Baker (2006). Thirty-three novice shooters used an M4 rifle training simulator system to learn to shoot an 8-inch target at a simulated distance of 200 yards. Cognitive, psychomotor, and affective measures were gathered in addition to measures of performance and component skills. Partial support was found for rifle marksmanship skill development following Ackerman's (1988) skill development theory. Support was found for the idea that known distance rifle marksmanship can transition rapidly from a learning phase to a practice phase, and that the cognitive and affective variables have a substantial influence on performance and skill development during the learning phase.