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The ”DMR” Omni Rifle, Part 2: Practical Advice for Equipment

In this second part of our discussion on the DMR (Designated Marksman Rifle) and DDMR (Designated Defensive Marksman Rifle) concept, we’ll focus on practical advice for selecting and using DMR equipment effectively. Whether you’re an experienced marksman or just starting out, understanding your gear and how to use it is the key to success.

1. Choosing Your Rifle

Your rifle doesn’t have to be overly complicated or expensive. The most important factors are reliability, ease of use, and consistent performance. A semi-automatic rifle chambered in .308 (7.62 NATO), 6.5 Creedmoor, or even 5.56 NATO can work well for a DMR. Here are some things to consider:

• Barrel Length: A barrel length between 14 to 16 inches is ideal for balancing portability with accuracy. Shorter barrels make the rifle more maneuverable without sacrificing too much range.

• Trigger: Invest in a good-quality trigger. A clean, crisp trigger pull can improve accuracy.

• Stock: Make sure your stock allows for a comfortable cheek weld and good eye alignment with your optic. Adjustable stocks can make a significant difference.

I break rifles into two categories: ”Light” and ”Heavy.” The light category includes rifles based on the AR-15 platform, like those chambered in 5.56mm or 6.5 Grendel. The heavy category includes rifles chambered in 6.5mm, 7.62mm, and other larger calibers. Each type has its advantages depending on your operational needs:

  • DMR Light: A DMR light rifle typically has a lighter barrel and components, making it more maneuverable and easier to carry for long periods. It’s well-suited for dynamic situations that require mobility. DMR light rifles typically use calibers like 5.56mm, which is lighter and offers higher magazine capacity, making it ideal for rapid, close-to- mid-range engagements.
  • DMR Heavy: A DMR heavy rifle features a heavier, more rigid barrel for better accuracy and stability, especially for long-range engagements. These rifles often use larger calibers like 7.62mm, which provide more stopping power and accuracy at longer ranges but come with added weight.Remember, the rifle is just a tool; mastering its use is more important than the brand or model.2. Optics: See Clearly, Shoot EffectivelyThe optic is arguably just as important as the rifle itself. For DMR use, a Low-Powered Variable Optic (LPVO) or a fixed-power scope can work wonders. Consider these key points when selecting your scope:
  • Magnification Range: An LPVO with one to six or one to eight magnification is versatile enough for close to medium-range targets. If you plan to engage targets beyond 800 meters, you might want a higher magnification range, like three to nine.
  • Second Focal Plane (SFP): For general-purpose DMR work, SFP scopes are more user- friendly because the reticle size remains consistent, no matter the magnification.
  • Durability: Your optics must be able to handle the recoil of your rifle and the conditions you’re working in. Look for water- and shock-resistant optics.A quality scope relies on precision-engineered internal components. High-grade lenses provide optimal light transmission and clarity. The reticle, usually etched onto the glass, ensures consistent accuracy. Quality scopes also have robust internal mechanisms for making precise adjustments and are built to maintain zero under recoil. These features ensure reliability and consistent performance.When selecting a scope for the DMR, consider top brands like Leupold, Zeiss, Schmidt & Bender, Kahles, U.S. Optics, Nightforce, Trijicon, and Swarovski. These manufacturers, based mainly in the U.S. and Europe, are known for their high-quality optics, especially in the realm of low-powered variable optics. Key factors to look for include optical clarity, a versatile reticle, durability, and ease of use.3. Support Equipment Support gear can help improve your shooting effectiveness in dynamic environments. Here are some essential items:
  • Bipods and Tripods: While DMR positions are often hasty, a lightweight bipod can provide valuable stability for prone or kneeling shots. That said, it’s important not to rely on support gear too much. Practice shooting unsupported as well.
  • Slings: A good two-point sling lets you carry your rifle securely and transition between shooting positions quickly. Make sure it’s adjustable and comfortable.
  • Magazines: Use reliable magazines that feed consistently. Always carry extra magazines to keep up with extended engagements. 4. Courses of Fire for Building Skill Training with your equipment is the key to becoming effective. Here are some drills to help you build confidence and skill:
  • Hasty Position Drill: Practice transitioning from standing to kneeling or prone while engaging targets at different ranges. This helps you develop muscle memory for real- world situations.
  • Rapid Engagement: Set up multiple targets at varying ranges. Engage each target quickly but accurately to simulate a dynamic environment.
  • Range Extension: Start at shorter ranges, such as 100 meters, and gradually work your way out to 500-600 meters. Track your consistency and note any adjustments needed in your technique or equipment.

5. Mindset: Confidence Through Preparation

Success with the DMR platform is not just about having good gear—it’s about having the confidence and skills to use it effectively. Practice regularly, get familiar with your equipment, and trust your abilities. The more you understand your gear, the more options you’ll have in a firefight.

The Evolution of Roles: A Comparison

It’s worth mentioning that the U.S. Marine Corps recently eliminated its long-standing scout sniper program. This change reflects a new approach, where reconnaissance battalions now handle sniper operations instead of having them integrated into infantry units. While this marks the end of a storied tradition, it also shows how the military is shifting toward role specialization and reassessing battlefield needs.

The U.S. Army’s Squad Designated Marksman Rifle program equips soldiers with precision semi-automatic rifles, boosting squad-level firepower. On the other hand, the Marine Corps has restructured its infantry battalions, replacing scout sniper platoons with scout platoons focused on reconnaissance.

The DMR/ DDMR concept is about versatility. Instead of focusing solely on precision and stealth, the DMR platform bridges the gap between general infantry rifles and specialized sniper systems. This gives marksmen the ability to engage targets across different distances and scenarios, offering tactical flexibility that adapts to modern military strategies.

Global Use of DMRs in 2025

Several countries have integrated DMRs into their military forces. The U.S. Army, for example, uses the M110A1, based on the HK417 design. Germany uses the G3A3ZF-DMR and the G28, while Finland employs the Sako M23 in various configurations. Other countries, like India, Israel, and Hungary, also use DMRs in their forces. The French Army has adopted the FN SCAR-H PR, a semi-automatic rifle chambered in 7.62×51mm NATO, equipped with a Schmidt & Bender PMII Short Dot Dual CC 1-8×24 scope, replacing the FR-F2 sniper rifle.

Conclusion

The DMR/ DDMR platform isn’t out of reach or overly complex. With the right approach and consistent training, it can be a game-changer in the field. This article has covered the practical aspects of rifles, optics, and support equipment, as well as key training exercises.

If you desire to take your skills to the next level, consider attending our DMR 1 (24 hours) class on May 10 & 11, 2025, prior to the course you will be provided a book, and zoom classes. This class has very limited space. You can register for this via IMTT@SEKUR.COM , a 100 Euro deposit locks your seat the course send payment to Pay Pal to MONTEIMTT@GMAIL.COM . Very few of these types of courses are offered anywhere. We’ll dive deeper into these concepts to ensure you leave with the confidence and knowledge to excel with the DMR platform. I look forward to seeing you there!

The “DMR” Omni rifle, part 1

Intent of article 

Inform, educate, and give confidence to the reader that a DMR is a much simpler, easy, and attainable weapon than they think. A lot of folks have a lot of misconceptions, ideas, and expectations compared to the DMR. This article is meant to dispel those and inform the reading what a DMR & DDMR is and isn’t.   

What is the DMR mission and role? 

   The Designated Marksman Rifle or Designated Defensive Marksman Rifle is a multi-purpose rifle, to be applied across the entire battle space and reach ballistic superiority over the enemy and or attacker.  My opinion: Every soldier should be trained with it, have it and use it, these should be a common infantry type weapon…not special!  It is used in executive protection in certain circumstances, and areas to control areas and space around a static, and or temporary location where a client is occupying. Many have misimpressions of the rifle and its uses. Some believe the DMR rifle is used for precision accuracy and engagement of point targets at long distances. This is incorrect, and disingenuous on the part of some. Others think this is a battle rifle, used at short to medium distances, that is more correct but not fully descriptive of the platform. The current DMR / DDMR theory is that an “Omni rifle”; a multi-purpose semi-auto universal system, is to be used across the length and breadth of the battle space; it works to protect a squad, person, or you. You could deny the enemy terrain and or the ability to freely maneuver.  The goal is to achieve ballistic superiority over the adversary, armed with general issue small arms. The farther we can accurately engage an enemy, the more time to evacuate, and or maneuver our forces and people. Distance is time, more time means better decision making and greater opportunity to inflict greater causalities on the enemy. This means more options for better courses of action; to close with and destroy the enemy or tactical retrograde. Time and distance give us choices, which can mean the difference between life and death.  In this role you don’t have the latitude of setting up a semi-permanent, or permanent sniper position, generally all else being equal. If you were setting up these types of positions, you are far better off using a conventional bolt action sniper rifle. DMR positions are hasty, the use of tripods and extensive support specialized equipment is precluded.  Most of the applications are medium range then occasional long-range engagements, in this order. We seek high rates of fire on target, the ability to fire repeated rounds, and see impact with higher capacity than a bolt action rifle will give us. Often it is used to protect an infantry squad and is integrated with the same. This rifle fills the distance between a service rifle and a dedicated sniper rifle, at around 300–600 meters (about 1968.5 ft). The goal is faster repeated rounds on multiple targets and dependent on operational requirements.  

What is the general make up of a DMR Rifle?   

This is the modern scout mountain rifle if you will. Many misinterpret the need for extremely expensive and fancy equipment. You can buy a reasonable scope and back it up with 5.56 / 223 AR type platforms and do very well. The top gun of our last DMR course in Finland was an AR-15, topped with a low powered scope. This shooter and his weapon outperformed all the bolt action shooter precision sniper systems on the line.  I prefer a semi-auto 308 / 7.62 or 6.5 rifles with short barrel (16 – 14-inch barrels) for this application, but it is not a requirement.  Keep in mind, we want to be able to put exacting fire down range, on a point target at 500m (about 1640.42 ft), 600m (about 1968.5 ft) is the preferable limit on a man size silhouette.  Shooting past 600m (about 1968.5 ft) typically would engage area targets using a cone of fire and even farther a beaten zone to suppress an enemy. The 6.5 can push this out to 800M+ without a problem on a point target. Everything is dependent on the equipment, caliber, and cartridge of the weapon you are using. A semi-auto is not as inherently accurate as a bolt action rifle in relative terms i the hands of an average shooter. You will need a scope, a low powered variable optic (LPVO), and a second focal plane. A scope will not make you a better shooter; it will however improve your ability to see farther, and more clearly see threats while engaging them; paraphrasing Mr. Jeff Cooper.   

“Most designated marksman rifles are based on modified designs of an assault rifle currently issued by a nation’s military, or on a battle rifle that was formerly issued. The ammunition used is often of the same caliber as that of the squad automatic weapons within the same combat unit, typically a fully powered cartridge such as the 7.62mm NATO. For example, battle rifles such as the M14, FN FAL, AR-10 and Heckler & Koch G3 were replaced during the 1980s and 1990s by modern assault rifles firing the 5.56mm NATO intermediate cartridge, but many were accurized and kept as DMRs. Conversely, some nations have also built rifles that were designed for the designated marksman from the ground up. Examples include the Soviet SVD and Chinese QBU-88.” (Wikipedia, 2020)

To be continued in part 2 / Article 2 will focus on the specifics of the rifle, the Scope and support equipment. I will also share some courses of fire specific to DMR.   

   About the author: Monte is an honorably retired US Peace officer (27 ½ years of service) and SWAT (HRT) member (22 ½ years), former US Marine, and US Army service (24 years of service). He served as a “Sniper detachment team leader” for a US Army Infantry battalion. While serving on his department’s SWAT team he was a “Sniper team leader,” later becoming the state of Ca. Master Instructor. This sniper program handles training all SWAT Sniper personnel (over 200 snipers state-wide).  He took part in multiple combat, foreign & domestic, counter-narcotic missions, and US border operations; combat operations with US, Dutch and French 1st SAS Special Forces including the elite French “Commandos Hubert” and supporting US Army Special Forces. Further working as a contractor on High-risk protection teams with heads of state and clients throughout the world.   

What to know before attending training

A multi-part series Part 1

By Monte Gould

In this series we will discuss the following:

  • Introduction & context
  • The difference between training and education
  • Types of training and or group discussions
  • What makes a class
  • How to select a training group or individual
  • How to evaluate a vendor and their qualifications to conduct training
  • What should the client expect and demand
  • How to act at a class / course
  • Is it worth the money

Part 1 will cover 

  • The difference between training and education 
  • Types of training and or group discussions 
  • What makes a class   
  • Selecting a vendor

Introduction & context

Few have discussed thus topic in-depth, and delved into the nuisances of the subject matter. Many
attend training with regularity; from any number of vendors, private organizations, or as a course of
employment. This article is in no way meant to disparage people from attending anyone’s training,
seminars and or classes.

Ego, insecurities and incestuous organizational training policies, with lack of outside objective audit and
review leads to poor antiquated techniques affirmed. This diminishes development of practices and
lessons learned by practitioners in the field. I’ve seen lesson plans; courses of instruction and
institutional training in excess of twenty years old, never being updated, and or reviewed. In-service
training personnel, unit trainers and some managers are threatened by non-internal outside training.
They perceive these entities as undermining their personal organizational value, forces them to assess
their training methodologies, beliefs and credibility. These insecurities manifest themselves in dated,
obsolete and poor or substandard performance, combined with unsafe practices, not within industry
standards by employees and individuals. Training must be constantly audited for improvements,
validation and credibility through recent court rulings, field experience, and after action reviews. It has
to be acceptable and credible to the stake holders, administration and the end users.

Part of Monte’s professional responsibility was to evaluate training vendors, and establishments to
conduct outside training for our teams, and agency. This article is opinions based with amalgamate of
fact that has driven his deductions, yes it is sprinkled with subjectivity as well as professional
conclusions; this is not a peer reviewed article. These conclusions are based on experiential activities,
and observations of nearly forty years of my involvement in training, and attending training as both a
professional, and citizen. He attended as a student, over 140 courses of instruction to date, ranging from 1 day to 6 months. Monte has been an instructor in hundreds of training programs, with thousands of
students. As part of his previous responsibility in his agency, he accounted for every dollar spent in
training, and justified it through the prism of objective outcomes, applicability to responsibilities, and
responsible expenditures of funding. His agencies budget was in the millions for training, this revenue is
derived from tax payers. All expenses are reviewed and accounted for by the administration,
management, oversight and audited regularly. His agency required at least two of instructors to attend
all outside contract training, before utilizing the vendor. They audited these groups as “mystery
shoppers” to evaluate their credibility, experiences, and delivery of the course. This was done before
approaching them, or any agreements were signed with them. Their staff attends and then debriefs a
working group on the results, the course content and the vendor’s performance. This was done without
the knowledge of the group providing training.


An introduction to training and education; what’s the difference?


TRAINING VERSUS EDUCATION “The difference between training and education”

From Marian Webster
Let’s define “training” by the English definition
English Language Learners 

A process by which someone is taught the skills that are needed for an art, profession, or job

The process by which an athlete prepares for competition by exercising, practicing, etc.
(Staff , 2017)

From Marian Webster
Let’s define “education” by the English definition
English Language Learners 

  1. the action or process of educating or of being educated also: a stage of such a process
    a. the knowledge and development resulting from the process of being educated, a
    person of little education
  2. the field of study that deals mainly with methods of teaching and learning in schools
    (Staff , 2017)

We define and explain training in the following way, “training enhances performance” in the work place
and work related skills, informs the employee / student of responsibilities and gains compliance with
expectations of the organization, certifies the person to perform certain tasks and or specific skills”
Many times this is liability focused, to insulate management from civil actions stemming from lack of
training. Training is repetitive practice of an already attained skill; training sharpens the proficiency
earlier learned.

Many companies provide instruction and or training on contract, for government agencies and
organizations. They design training for clients specifically for the agency / entity. How this is
accomplished? First a “needs assessment” by the company representatives is completed. They then
meet with the agencies / groups lead instructors and managers / leaders. A preliminary plan of
instruction is now developed and provided. This proposal is then reviewed by the group for acceptability
within their structure, and budget. The proposal is further reviewed by the designated staff and the
management team. In our case seldom does IMTT conduct strict, singular overall template pattern training, for government entities with prefabricated collective plans, and or courses of instruction. The
client group is actively involved in the development of said training, to address their specific needs, and
identified deficiencies within their scope of duties. We seek to mitigate un-necessary training on
irrelevant topics, and wasteful use of funding by agencies. These groups do not seek entertainment, fun
and or unrelated topics. As an example IMTT provides “work place safety training” for hospitals, and
large businesses. We also provide leadership training for corporation, active shooter response protocols,
first aid and a gambit of other topics. The vendor must work within the client’s budget, equipment
limitations, personnel training and missions. As an example; IMTT has personnel who teach firing from
helicopters, maritime operations, explosive entry, and a gambit of other topics, these are only relevant
to a very few organizations. Nor is it worthy of spending the public’s money on such wasteful endeavors.
We work with many groups in private, closed session with their team, and or unit and they require
confidentiality. Relative to police, military, and security groups they possess very clear rules of
engagement, operational capabilities, mission requirements, equipment specifications, training budgets,
and strict responsibilities. These groups have legal oversight relative to the use of force, and restrictions
are major concerns. They also have in place training, and agency policies that must be respected, and
blended into provided training as required.

TYPES OF TRAINING “Types of training and or group discussions”

Now we have a rough summary of the nuisance differences, between training and education. Let’s begin
by discussing and defining categories or events. I will break these into types, categories and define
each.

General types of training gatherings

  1. Symposium
  2. Workshop
  3. Clinic
  4. Conference
  5. Class / course

A symposium tends to be similar to a conference, but reduced in size. It is simply a small
conference. The main difference between a symposium and a conference is that a
symposium tends to be similar to a conference, but smaller. … Similar to a conference in that
the focus is on presentations and lectures, and less hands-on than a workshop, a symposium is
typically completed in a single day.

A workshop most usually a day or two long, these are dedicated to conversing on a specific topic. These
events are held as part of a section, you will frequently find outside visitors who attend them.

A clinic is a conference or short course on a particular subject. These are most often from a couple of
hours to 8 hours one day. These are very focused on a very specific skill or topic and can be in a practical
environment and or classroom. These don’t involve testing and or evaluation of student retention of
course material.

A conference tends to be a large event. They can total between fifty attendees to thousands, and the
largest may host even more. A convention, in the sense of a meeting, is a gathering of individuals who
meet at an arranged place and time in order to discuss or engage in some common interest. The most
common conventions are based upon industry, profession, and fandom. A gathering of people with a common interest or background, with the purposes of allowing them to meet one another and to learn
about and discuss issues, ideas and work that focus on a topic of mutual concern.

A class / course are a body of students meeting regularly to study the same subject, a course of
instruction provided by a lead instructor or teacher. These are conducted for one or more days. A class is
conducted on a specific topic and or subject. This topic should have definable objectives and outcomes,
or it is not a class. A class often contains evaluations and progressive performance feedback for
retention of material and subject matter. This is not a group discussion and or free flow of cross
information on numerous sub-topics.


WHAT MEETS THE REQUIREMENTS OF A COURSE “What makes a class or course?”

A class can be training or education, or both simultaneously.
Generally a presentation and generically most classes / courses are organized containing the
following

  1. Introduction
  2. Presentation
  3. Summary
  4. Evaluation

(BARNARD, 2018)

Most often professional training groups blend “principle based learning” and conventional course break
down as described above. This is a hybrid approach, it contains the enumerated categories of principle
based learning, and strict adherence to the building blocks of practical performance. Governmental
organizations require testing, whether question and answer, written and or practical application or all
combined. There’s also many other methods of instruction being introduced, the field is evolving
rapidly. I want to keep this as simple as possible for clarity.

“Principle based learning: The focus is on presenting the principals involved, with the instructor
facilitating the training. Students are encouraged to ask questions and try different options to
determine what works best for them.” (Teach Thought staff , 2018 )


SELECTING A VENDOR “How to select a training group or individual” & “How to evaluate a vendor and
their qualifications to conduct training” There’s differences between organizational / agency and
individual private person training, and the purpose of such trainings.

Government agencies and many private companies now require full resumes, training records of
instructors, and practical experience with recommendations of other past governmental groups, who
have attended their training. These government groups further require the agency conducting training
to test all personnel. Performance testing with definable objective outcomes is required. The student
must perform on demand and to standard in order to be successful. Certifying agencies like POST “Peace
Officer Standards and Training” or STC “Standards Training Corrections” in charge of training oversee
certifications of companies, and groups. They require very strict definable standards of performance,
experience and relevant associated practical capabilities of staff, in the discipline they teach. As an
example some personnel cannot teach “Law Enforcement high risk warrant operations”, although they
may have years of military experience, this doesn’t automatically enable or qualify them to instruct Law
Enforcement, the inverse is as true. If they cannot prove they possess said experience they will not be
certified to teach such topics. There is cross over in many tactics, but for certifications through state and
government agencies, and the process is very restrictive, on who and who cannot instruct such subjects.
The instructional personnel must possess very specific backgrounds, experience, and training before allowed to communicate subjects. This is due to litigation, both civil and criminal, which likely if the
group trained has a confrontation. Arguably there’s far less difficulties when instructing military
regarding their civil and criminal vulnerability. This is particularly true in our current times of hyper
sensitivity to Law Enforcement use of force. Government, state and educational institutions certifying
require specific formatting, and the course to be presented in a specific fashion, to match agency
requirements. Also at the conclusion of the training a strict course student critique review in writing
must be filled out by the students for submission to the agency head. If you have complaints and
continually failures to deliver training in the prescribed manner, the company will lose their certification.
As an individual; not an organization, vendors providing training to have no regulations, and certifying
vetting bodies. It is up to you to research them, find out who and what they are, and what they have
done. There is no certifying overall agency vetting private companies, their staff or their backgrounds.
Anyone can hang a shingle; he or she is then an instructor. I have literally seen vendors completely
fabricate backgrounds, falsify experience and present false CV / resumes. It’s pretty much the Wild
West, add water “poof” instant trainer. Relative to testing of students in the private sector; strict
standards, strictly enforced can create difficulties for the business model. Many vendors do not test, or
the assessments are very subjective, to avoid bruised egos. Competitions and grades can become biased
and subjective as well. Testing and standards create confrontational feelings by the student. This can be
quarrelsome, and reduce return customers. Evaluations of skills create friction, and it is time
demanding, requiring tutorial with retraining methods on occasion. Subjective testing can also create
problems reducing business; clients recognize false standards or poor evaluations. On the other hand,
no student should ever be tested or held to achieve standards of performance, they haven’t been
instructed. Templates and what “right looks like” should be provided and demonstrated to the student
population. This is not giving them the answers; it is setting standards of acceptable performance, and
expectations. In order for students to achieve and perform, they must clearly know what the
expectation is, and what the correct answer is prior to any evaluations. If the student doesn’t know what
is expected, and the instructor cannot define and demonstrate it, than the student cannot be held to
that standard. Students experiencing training, going through the process and understanding clearly
definable expectations should be able to perform on demand, if the training is well designed and
executed. If the testing fails a majority of people and or above 10% be suspicious of the instructional
staff. All things being equal, any time you have a major portion of the students failing evaluations that is
a direct reflection of the instructor, not the students.
On the other hand private vendors in the market offer open training to the public, on generic topics.


The five questions you must answer before spending money on training:

  1. Why are you attending said course, and what are your expectations?
  2. Do you want education or training?
  3. Do you seek both education and training?
  4. Are you seeking fun and entertainment?
  5. Is the cost worth the increased skills, providing there is a definable and clear objective?


In order to answer the questions above, you must know the following:

  • What is your need?
  • Is this for your work or work related posting?
  • Is this enhancing your skill toward better performance of a hobby?
  • Is this a practical skill you’re looking to enhance your performance within?
  • Do you seek a certification of a skill for upward mobility or job placement? And how exactly will
    this training / certification enhance that?
  • Are you only interested in a reduced scope of study, to a specific device and or thing?
  • Are you interested in a general theory and overview of the entire topic and its general
    application?
  • What is the cost versus final outcome of objective skills performance? Is the cost of the course
    worth it for the time and the resulting clearly definable skills?


About the author

Monte owns and operates IMTT (International Mobile Training Team) a consulting and training firm,
which has been in business since 1994. IMTT trains and certifies instructors from many different units,
teams, organizations and groups. He worked professionally in the public sector for a government
organization, as an “in service training instructor” and a “master training for trainers” instructor for the
state of California. Monte was employed in law enforcement for over 28 years; assigned to a SWAT team
and the “Master Trainer” for his department’s state SWAT unit. This unit employed over 650 members
at one time. They were / are authorized a multi-million dollar budget annually to operate within and
accountable for the same. His finally posting was to mentor, develop and supervise a large group of
instructors, in order to facilitate basic and advanced SWAT schools, sniper courses and numerous other
SWAT related courses across the state of California. Monte was responsible for planning, coordinating,
supervising, and contributing to training pertaining to the unit, and operational activities. He was
responsible to oversee the development of lesson plans, courses of instruction, agendas, to include
support and execution of training sessions. His group delivered tactical and technical guidance, and
professional support; to both subordinates and superiors in the accomplishment of their duties. He
reported directly to the state “Emergency Operations Unit”. Monte is an US Federal court certified
expert for training, tactics and firearms. He is a member of the US Military and has both combat and
non-combat deployments overseas. In addition, Monte is currently a Senior NCO in the US Army and has
conducted training at the team, squad, platoon and company level with over 30 years of service.
If you have comments contact MONTEIMTT@GMAIL.COM

REFERENCES

BARNARD, D. (2018). how to structure your presentation. Retrieved from Virtual Speech :
https://virtualspeech.com/blog/how-to-structure-your-presentation
SC Kong, Y. S. (2014 ). JSTOR . Retrieved from https://www.principlebasedlearning.com/
Staff . (2017). Miriam Webster . Retrieved from MW Dictionary : https://www.merriam-webster.com/
Teach Thought staff . (2018 ). 12 Principles of learning . Retrieved from TeachThought :
https://www.teachthought.com/the-future-of-learning/12-principles-of-modern-learning/

  

AAR: Fieldcraft Survival, Gunfighter Pistol -Course

One regular guy’s report of the “Gunfighter Pistol” class. Before attending this course you must possess a solid foundation of basic handgun skills. Ensure you attend a lengthy in-depth handgun course prior to attending this class.  This course will not cover the following: sighted fire, marksmanship, how to load and unload, tactical reloading, speed reloading, presenting the weapon from concealment and exposed holsters, malfunction clearance and all other foundational skills.  

Target population

“Intermediate shooters that demonstrate safe and adequate gun handling skills.”

Course title: Fieldcraft Gunfighter Pistol
Class hours: start 0900hrs, end approx. 1500hrs 
Student profile in attendance: All six participants were civilians / citizens with minimal shooter experience and background

Instructors:
Raul; the Training Director and lead Combatives coach at Fieldcraft Survival. Originally from Chicago he made his way through the urban density and into the Army. He’s an accomplished martial artist and mixed martial artist with both professional and amateur fights. He has deployed overseas to the “Global war on terrorism” 15 month combat tour.  He then attended Drill Sergeant School and reclassified into the infantry. After the Army, he worked for the Chicago Police Dept. starting as a patrolman then onto a role with the Narcotics unit.  After that he became an instructor and taught at the Police Academy. 

Lew; he’s a retired US Army Special Forces senior NCO. He served extensively with 10th Special Forces, participating in numerous deployments and special missions.  After retiring he worked in Law enforcement as well as instructing firearms on contract for multiple organizations.

Class objective 
“Teach you the fundamentals of Gun Fighting in defense of your life” Defined by this vendor as:

  1. How to move and shoot
  2. Fight off the ”X”

Cost

$200.00

$300.00 if Mr. Mike Glover instructs

Required Equipment:

  • Eye protection
  • Ear protection
  • Pistol
  • Two mag carrier
  • 300 round min

You can carry a concealed in the waist band holster or exposed range type belt holsters.  

Hour by hour time table breakdown

0900-0920, instructor and student introductions, abbreviated safety brief 
0920-1010, basic use and application of tourniquets 
1010-1030, equipment check of students 
1030-1100, skill test, lay handgun on ground, pointed down range with loaded magazine next to it. One at a time, run pickup gun, load, and move continuously while shooting 5 rounds on a thoracic cavity type paper static target. This is to “Evaluate your technical gun fighting skills.”
1120-1220, one hand shooting drill at approx. 3 and 5 yards thoracic cavity target on a designed 8 x 8 inch box. The objective was learning to separate the arm from body. Correct grip of the “hand gun” not “hands gun”, flex forearm squeeze the small finger and entire hand back in hand. The point is that you won’t have the perfect stance in a fight and you must control recoil. Fights occur in unconventional stances and abhorrent positions.  This drill progressed into two hands 
 1240-1300, shooting from an under arm position with the pistol locked in front of you with both hands, pointing in target. Look at target, fire 1 round, “look at the target, and evaluate the impact on the paper. Now adjust your point of aim for a second confirmation hit.”  This technique is very reminiscent of the “FBI speed rock” of an era gone by, or the original methodology of Mr. Rex Applegate of OSS fame, of the 1940s.      

1300-1500, Remainder of day shooting steel, paper drills and shooting on the move.

Test and evaluation: No objective testing or criteria for graduation for success. No written and or hands on testing of any kind. There was subjective coaching provided and random input for the student population throughout the class.

Student materials: No handbooks, written material of any kind or certificates of attendance proved.

Conclusion: The demeanor of the instructors was pleasant, friendly, down to earth, and helpful.  This is an exciting, short, fun and interesting seminar. You’re introduced to concepts, theories and ideas, and then you shoot. This was a range day while the instructor ran drills and gave some short introduction to concepts with ideas. It is not a marksmanship course; the class is a summary introduction to unsighted fire under stress while shooting on the moving, with a focus on unconventional shooting, and anecdotal incidents. According to the instructors, the student initial evaluation determines the course direction, content and depth. There’s no set course curriculum per say, the course is completely flexible based on a determination of the students skills on arrival. So in theory every time you attend the class it may be slightly different. It is changed depending on the instructor staff and the students’ performance during the evaluation phase.  So writing this debrief of the course is merely a snapshot moment and will only describe this specific day and group. This class was conducted at their Arizona facility. There’s no shelter, drinks, food or swag for sale. Ensure you bring whatever you will need for the entire day due to the range’s remote location.  

The vendor

”Fieldcraft Survival” is a US veteran owned small business; owned and operated by Mr. Mike Glover.

He spent 18 years in the US Army and as a government contractor for OGA. Mike served as a Command Sergeant Major in US Army Special Forces command, and in various positions while deployed in multiple combat theaters. He is a highly decorated and extremely experienced tier 1 operator possessing years of operational experience. Mr. Glover is an expert in Counter Terrorism, security, and crisis management operations. He is an avid outdoorsman, overland, traveler, and hunter. There are many facets to Mike and his background, far too much to list here. Check out his bio and resume online.  He is a recognized expert in his field.

“A correct firing stroke — from leather to lineup — aligns the pistol reflexively, once it is neurologically programmed. The sights are not used to align the weapon; rather they are used to verify an alignment already achieved by means of a trained presentation.” -Mr. Jeff Cooper…  

Basics of Tracking – Part 3

I must extend my apologies, due to a few classes and unforeseen circumstances this article is coming to you a bit later than expected. This article will illustrated another cognitive aspect of Tracking Humans. The previous two articles the emphases were placed on the Average Pace Count and Comparison Methods of how we can assess the number of humans passing through an area. This month we will elaborate on a different method called the Direct Count Method.

Direct count

The Direct Count is the simplest of all the counting methods. Find the Most Visible Prominent

Track. Draw your first line using the rear edge heel impression of the first Most Visible Prominent Track. This line should be horizontal, and perpendicular to where that person’s left (right) foot came in contact with the surface. That line should be drawn across the entire width of the prints in question. Say for example, the left heel came in contact with the surface. At this time measure the stride of that person, (heel-to-heel) which should lead to the right heel. Draw the second line crossing the entire width of the footwear impression in question. Use the right foot’s rear edge of the heel as a forward point of reference. Now you can start calculating the number of persons in question. Just directly count every print and partial print within the two lines. This method is intended for numbers ranging from 1 to 6 people. In a heavy forested area, where no footwear impressions can be seen, one must count the number of Flattened are, Ground Signs, consisting of live or dead vegetation. These Flatten areas are areas where someone dwelled for a period of time. It can be a sleep, surveillance, hide site, temporary, extended, communication, or meal halt. If you see rope marks around the tress indicating the use of hammocks, count the number of marks and divide by two. Hammocks usually utilize two trees, but do not forget that the same tree may be used for more than one hammock. If the footwear impressions are very noticeable and/or of different distinguishable patterns, there is no need to find the Most Visible Prominent Track. Just directly count the different impressions. If all the footwear impressions are of the same pattern, from the same manufacture, two or more are the same size, then finding the Most Visible Prominent Track will make the Direct Count Method easier and more accurate.

[Lue lisää…]

Basics of Tracking – Part 1

Good day Finland Trackers! I have not forgotten you. Here is a start in a series of article that I will write reference Human Tracking and Anti-Tracking. I hope that you enjoyed the last article on Anti-Tracking. This coming year until April of 2015, I will be basically writing a series of article on the “How to of Tracking”. [Lue lisää…]

An Illusion of Invisibility; Anti-Tracking

By: David Diaz

llusion: An erroneous perception of reality – The American Heritage Dictionary

“Co-coo-cooo-cooo.” “Whirr! Whirr!” “Beep! Beep!” “Beep! Beep!” El Corre Camino – This is the name bestowed by the Mexicans. The scientific Rico Suave Latin term is Geocococyx Californianus.

While teaching the art and science of Human Tracking, Anti and Counter Tracking throughout the Southwest El Corre Camino was a sight to see for a city slicker boy like me. This phenomenal bird runs on the roads and desert lands of the Southwestern United States while uninterruptedly crossing in and out of the Mexican frontera. [Lue lisää…]

Sense the Tracks and Signs

The instinct of man is to pursue everything that flies from him, and to fly from all that pursue him. –Voltaire

Tracking has been around since the beginning of time. It probably began when men realized they were hungry. They tracked their Chase by learning the flora and fauna in their geographic environment. Through trial and error, and loss of life, tracking was refined over the centuries. Families, tribes, and colonies with their scouts used tracking skills for their survival, commandeering needed commodities and control of their domain.

CT_7801

Leaders, spies, and undeserving fugitives, with knowledge of the wilderness, its danger, and its food sources, survived when others perished. A memoir by U.S. Army officer Homer Wheeler captured the skill of a scout named Poor Elk, trailing renegade Cheyenne near Yellowstone in 1874:

“Poor Elk followed about a mile to where the pursued party had camped. He brushed away the ashes from the dead fires and felt of the earth underneath, examined the droppings of the animals, counted the number of fires and noticed, by marks made by the pins, the size of the lodges; carefully scrutinized some moccasins, bits of cloth, that has been thrown away; noticed that the moccasins were sewn with thread instead of sinew and were made as the Sioux made them… A sweat-lodge had been built, indicating that they had remained in camp at least on day, and droppings of the animals determined that the stay had been but one. The position of the camp, the tying of the animals near the tepees and the wickiups, the number of lodges, the care taken by the Indians in leaving, all these things furnished evidence as to the number of Indians and animals and the number of days since they had camped there. Though moving steadily, yet they were in no special hurry; were Sioux and not Cheyennes; had recently left an agency; had not crossed the Yellowstone at the time reported, but two days earlier; were evidently a party of Sioux who were on the way to join the Indians north of the British line. In fact, the record left by these Indians was as complete as though it had been carefully written out.” The Soldier, The Old West Series (New York: Time Life Books, 1974) 117.

[Lue lisää…]

IMTT Combat Tracking 1 – kurssiraportti

Kurssi järjestettiin 2.-3.5.2014 Orimattilan Pöyrysjärven ympäristössä. Kurssipaikkana toimi paikallisen metsästysseuran maja ja sitä ympäröivät metsät. Maasto koostui sammaleista havumetsästä, sekametsästä, soista ja hiekkaisista harjuista. [Lue lisää…]

IMTT Finland sosiaalisessa mediassa

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