Dr. Mary Ann O’Grady

Any pilot who has been flying for a while has experienced flights delays due to weather conditions, and without having an instrument rating, those delays can stretch into hours or even into days. These delays can cause many pilots to make go no-go decisions that are not so good. So the benefit of a pilot having an instrument rating is that it increases the number of good choices available to him or her. Although most pilots eventually earn an instrument rating, a smaller number of them maintain instrument currency, so when a student is contemplating IFR flight training, it is best to know in advance what kind of instrument pilot he or she intends to be. If the goal is to be an instrument pilot in name only, then all the IFR flight training needs is to accomplish is passing the check ride. However, if the student wants to be an active instrument pilot rather than a victim of the risks, it is necessary to progress well beyond the basic IFR flight training requirements. Instrument flying is demanding and it requires active thinking, because when a pilot earns an instrument rating he or she is authorized to evaluate weather, dispatch the flight, and then fly the airplane within the same air traffic control system and weather systems that the two-crew turbine aircraft are using.

In essence, weather and VFR flying is a relatively simple and straight-forward [black and white] process which involves flying visually while avoiding the clouds and areas of poor visibility. However, weather for IFR flying enters into a more gray area which involves actually flying in the weather rather than flying to avoid the weather. This makes knowledge about the weather that much more significant. It is critical that students learn as much about the weather as they do about the elements or mechanics of instrument flying. Those pilots who believe that they can be fed weather data for IFR flights by an FSS are the pilots who typically find themselves in trouble due to unanticipated or deteriorating weather conditions. Passing the FAA’s knowledge test does not provide a pilot with sufficient [theoretical] knowledge on weather, which is why it is imperative that students find a flight instructor who is willing to fly in actual conditions on training flights. This will help to acquire the practical experience that will allow student pilots to understand the correlation between the information provided by a weather briefing and the actual weather conditions.

One means of examining the potential value of an instrument rating is to fly hypothetical flights by checking the weather to see if a trip could be flown in VFR conditions. If the answer is “no,” then examine the weather for a hypothetical IRF flight between the two points. There are several elements of weather than impact IFR flights: clouds, ice, turbulence, precipitation, convection, fog, low ceilings, low visibilities, and winds aloft so that only through study and actual practical experience can students learn to weigh each of these elements that could affect their flying. The FAA allows pilots to earn an instrument rating with 125 hours of flight time, which might be sufficient for full-time students who are pursuing positions as airline first officers. But for pilots who want to be able to fly single-pilot IFR in light airplanes, those FAA requirements tend to be inadequate.

Summary of the FAA requirements for an IFR Rating

Pre-Flight Review: Review all information and goals associated with the upcoming flight as well as how to achieve them whether in actual or simulated IMC (Instrument Meteorological Conditions), such as WFKART: weather, fuel requirements, know ATC delays, alternates, runway lengths, and takeoff and landing distances. If the flight planning includes shooting some approaches, it becomes necessary to brief those approaches and the missed approaches several times before the flight.

Ground School: This is the most cost-effective environment in which to ask questions of the flight instructor which can assume multiple formats, such as one-on-one dialogues, group classes, videos, or interactive DVDs or a combination thereof. To maximize learning within the shortest period of time, it is important to combine the ground school [theoretical] concurrently with the [practical] flight training.

Hood Work: Provides practical experience when no clouds are available. Hoods assume many shapes and sizes, and they are a regular part of the instrument training to block the students’ view of the horizon which only allows them to see the instruments on the flight deck. The purpose of the hood is to expose students to the forces of flight which can lead to various types of disorientation so that the experience teaches students to deny their body sensations and only trust the instruments on the flight deck.

Instrument Cross-Country: Most of the IFR flight training will typically occur near the students’ home airport, but the cross-country phase of the training will take the students out of the familiar which is when flight planning really begins to pay off. The pre-flight review allows the students to remain ahead of the airplane and enjoy the arrival at the pre-determined destination without having looked out the window. Attempting this in a vehicle is not recommended….

Check Ride Preparation: Once all of the ground school and flight time requirements have been met, the flight instructor will provide the students with a ground review which is when the students have the opportunity to demonstrate their knowledge of the instruments and how they function as well as how they fail. The students must also demonstrate a familiarity with the FAA IFR regulations and how the system functions which is followed by a simulated check ride with the instructor. During this lesson, the students must adequately perform all flight procedures, maneuvers, and a number of instrument approaches to progress onto the next step of the process.

Instrument Rating Practical Test: This exam encompasses all the aeronautical information that the students have learned up to this point, and the students have the option to ride with a Designated Pilot Examiner or an FAA Inspector.

Once the students have passed the check ride, they are issued an instrument rating and are now allowed to file and fly in IMC. This allows the pilot to have a greater degree of freedom and feeling of self-confidence.

Get Started With Your Flight Training Today

You can get started today by filling out our online application. If you would like more information, you can call us at (844) 435-9338, or click here to start a live chat with us.

^{Featured Image by Ryan Blanding}

Vern Weiss

On December 29, 1972, an Eastern Airlines Lockheed L-1011 with 176 people aboard crashed in Florida’s Everglades only 3 minutes from touching down at Miami International Airport. Three flight crew members, the Captain, First Officer and Flight Engineer became focused on a landing gear indicator light bulb that was not illuminated. As the airplane descended rapidly the three pilots continued to fuss with the indicator lamp. This marked the beginning of a series of horrible aviation accidents in the 1970s involving highly trained, professional flight crews.

The Beginning of Crew Resource Management

Something had to be done and that same year a British aviation psychiatrist and professor, Elwyn Edwards, developed the beginnings of, what originally was called, “Cockpit Resource Management” that since has been expanded. CRM now includes crew members including flight attendants, on or off duty aboard an aircraft as well as others on the ground and today is known as Crew Resource Management. Little by little, Dr. Edwards’ concepts have been built-upon and enhanced culminating in a comprehensive study and proposal by NASA in 1979. The International Civil Aviation Organization (ICAO) has been instrumental in mandating CRM training and vigilance in aviation and has encouraged worldwide government aviation agencies like the FAA to comply with their CRM standards and protocols.

The NASA studies resulted in the belief that the primary cause of aircraft accidents was human errors created from interpersonal communication, leadership and decision-making problems. As defined, Crew Resource Management is a methodology in which the resources of equipment, procedures and people are collectively utilized as needed to safely complete every flying task. The individual components of CRM resources are communications, situational awareness, problem solving, decision making, and teamwork.

How Crew Resource Management Works

You are driving on a busy expressway. The sun is in your eyes. As you attempt to put them on you drop your sunglasses and they slide to the passenger side floor of the car. You should:

• A. Forget about retrieving your sunglasses and continue driving even though the sun occasionally blinds your vision so your passenger doesn’t think you’re a wimp.
• B. Pull over on the shoulder to safely retrieve the sunglasses before pulling back onto the busy highway.
• C. To demonstrate your prowess as a driver, you reach down to the passengers’ side and grab your
  sunglasses.
• D. You ask your passenger to hand you your sunglasses.

Obviously, answer “D” is best because it allows you to remain focused on control of the vehicle while using someone who is not otherwise busy to complete the task. This example is the essence of what Crew Resource Management is all about.

CRM is not about technical knowledge and the skill of flying an aircraft. It is he interpersonal and cognitive processes of situational awareness, communication, problem solving, decision making and working as a team.

Situational awareness is knowing what is going on around you and recognizing your place in the “big picture.” Walk through any Walmart and you’ll see any number of examples of people who lack situational awareness. As you walk down one aisle suddenly some guy who had stooped down to look at canned prunes stands up and immediately backs into you without looking up first. He had no idea that there could possibly have been anyone behind him even though your grocery cart wheels can be heard for miles around as you approached him. We don’t know where his head was but maybe that’s why he’s buying the prunes.

Don’t get me started on those myopic customers walking around glued to their iPhones, although they are great fun to watch when they walk into a clothing rack or knock over a display of ketchup bottles.
Crew Resource Management applies all the resourceful assistance each crew member requires to safely and efficiently perform flight operations. It includes all direct and peripheral personnel. Besides the immediate flight crew, it can include other pilots who are riding as passengers, jump- seaters, flight attendants, mechanics that may be on board; via radio, utilizing air traffic controllers, company dispatchers and pilots of other aircraft. For instance, you hear an aircraft ahead of you report that it flew through a large flock of birds. Use this information for your own benefit. “Old thinking” was that a pilot must be a “super pilot” and be able to do it all without asking for help. Not so. But pilots who are act autonomously and are unwilling to accept outside help tend to make big mistakes.

Crew Resource Management starts with receiving information, analyzing then making it meaningful. From this, analysis of all the choices enables the best decision out of possible alternatives. The consideration of various alternatives should include any available information, knowledge, prior experience, expectation, context, goals and greatest possibility of a successful outcome. There are times when decisions have to be made quickly, such as when an evasive maneuver is necessary to avoid a mid-air collision. In these instances you must fall back on training and procedures. In the example just cited…traffic at 12 o’clock and closing in on you fast, you veer to the right as per the Aeronautical Information Manual. But what if the bonehead closing on you veers the wrong direction and turns left? You must be willing to amend your response now. This is one of those extreme situations that fortunately does not arise very often. Most situations afford enough time to consult the non-flying pilot. There may be considerations that occur to that pilot that you omitted in your decision and the other pilot’s input will make the final decision a better one. Brittle methods practiced for years and unwillingness to consider others’ suggestions and unwillingness to do nothing have been diminished thanks to CRM, which is a giant leap forward in enhanced safety.

What Would You Do?

You’re headed straight for a black cloud. To its left is a blacker one. To your right the clouds are even blacker than the one on your left. Ah! No sweat…do a one-eighty, right? But the front is moving rapidly and has closed off everything behind you. Probably doing nothing and staying on course is one of the choices. Of course, there’s other things that can be tried like changing altitudes (the middle third of a cumulonimbus is usually where the most violent weather is found), slow up so you don’t hit the “potholes” so hard once you’re in the cloud. Ask your non-flying pilot to check on ride reports ahead of you. Maybe the blackest cloud wasn’t all that bad as reported by an aircraft immediately in front of you. What’s the radar show? Turn on your ADF receiver and watch the needle swing. It points to the area of strongest static caused by lightning discharges. Cinch up your seat belt and tell your passengers to do the same. If you have auto-ignition, turn it on. Follow the procedures in the checklist for turbulence and heavy precipitation penetration. And ask you non-flying pilot what he or she thinks. Maybe the non-flying pilot is more skilled at use of the radar than you and can “see” where the passage ahead would be better. Crew Resource Management uses everything at your disposal.

An important component of CRM is use of standardized checklists for normal, abnormal and emergency operations. When pilots start creating impromptu procedures things can turn ugly real fast. Checklists are developed, tested, re-tested, evaluated and authorized from manufacturers and the FAA have worked out the kinks. Obviously, if one pilot starts extemporaneously throwing switches, the other pilot won’t have a clue as to what his partner is attempting to achieve. Checklists. Checklists. Checklists.

Long overdue, awareness of fatigue and workload have fortunately become important considerations the last few years. There are times when the cockpit gets very busy and at those times both pilots should be sharply attentive. Even though one pilot may be listening to, say, the ATIS frequency and not monitoring the active ARTCC frequency, that pilot should continue to monitor that frequency in case something transpires that require urgency in getting back “into the loop.” Even ATC has changed their policies on issuing clearances, recognizing that pilot workload and information retention has its limits. ATC will not issue a clearance with more than 2 numbers at a time. If they want you to turn left to a heading of 160, descend to 4,000 feet and slow to 230 knots, they’ say, “Ercoupe 38 X-ray, turn left heading 1-6-0, descend to 4,000.” You respond with the read back. Then they call you and say, “Ercoupe 28-X-ray slow to 230 knots.”¹

As aviation has developed, automation has increasingly become more integrated into the pilot’s world. Flight management systems (FMS) and a myriad of aircraft-specific enhancements like auto-throttles, thrust management systems and FADEC-controlled engines, to name a few, have placed more importance on staying on top of what’s going on. While the civilian perceives automation on an airplane as something that makes less work for pilots, it’s actually the opposite. In fact, automation requires more vigilance than non-automation, so pilots must now be more in a systems management role than switch-and-control manipulation role. This makes it imperative that Crew Resource Management be applied to inputs, outputs, programming and cross-checking of all automatic systems.

Simply stated, Crew Resource Management is two or more people performing as one. Pilots utilizing CRM help each other by filling in any voids when tasks mount up and one person can’t do the job without sacrificing attention to the airplane. As mentioned earlier, CRM involves people other than the pilots as well. An example is approaching an airport with deteriorating weather. One of the pilots could direct his or her attention to switching radio frequencies to get a weather update, however both pilots may be very busy. The ATC controller has access to the same weather information that pilots can get from the ATIS, so why not just key the microphone and say, “Approach (control)…you got the latest weather for Booger International?”

Done.

Personal Experience with Crew Resource Management

Some years ago I was flying with another pilot who consistently demonstrated acute and superb skills. One Monday morning, we took off to start a trip and he seemed uncharacteristically “behind” the airplane. I thought his unusual sloppy and lethargic performance was maybe just that this was a very early morning departure and he “wasn’t awake yet.” Second leg of the trip, he was flying the approach and the profile for an ILS was at glide slope intercept to call for landing gear down and full flaps. Glide slope intercept came and he started to descend which, of course built up speed rapidly. He then started reducing the power to counteract the speed. Something was wrong. I said, “Gary, you ready for the gear and flaps?” Breaking his reverie he responded, “OH! Oh yeah…uh…gear down…uh full flaps…uh… and the before landing checklist.” We completed the approach and landing without further incident. After shutting down the aircraft and putting our other duties behind us I asked him if everything is alright. He said, “Well, no. On Friday my mom passed away and yesterday my dad had a heart attack and died.” Whoa! What was this man doing flying an airplane? We were not in a position where I could initiate a crew change but I did convince him to blow off the rest of the trip when we got back to our domicile and replace him with another crew member. I wish I had known before we had even started that morning so I could have intervened. Knowing the stress he was experiencing, at the very least my CRM observations would have been heightened to watch for mistakes and omissions earlier. The goal of CRM is for two people to act as one well-tuned machine.

My first exposure to CRM was my first job as a whipping-boy/corporate co-pilot in a two-pilot turboprop. The guy I worked for was a jerk. But I sucked-it up because I needed to build flight time if I was going to make a career in aviation. One night he ordered me to get him a cup of coffee. The galley was toward the rear of the passenger cabin so I responded dutifully. Just as I returned with his %&*# cup of coffee we flew into an area of turbulence. I am standing there holding his cup of coffee and he turns to me and barks, “NOT NOW! Do something…GET RID OF IT!” I was not a coffee drinker but the only thing I could think to do as we were getting the you-know-what kicked out of us was to drink the coffee quickly. I wanted to puke. In retrospect perhaps my choice to alleviate the problem created by the captain’s cup filled with coffee in some abstract way was a bit of CRM. I also know that that first cup of coffee I drank lead me to try it again and that now I am a die-hard coffee drinker.

So the moral of the story is Crew Resource Management is beneficial to pilots because it enhances safety and allows us to discover coffee.

Get Started With Your Flight Training Today

You can get started today by filling out our online application. If you would like more information, you can call us at (844) 435-9338, or click here to start a live chat with us.

Footnote:

1 – Ercoupe? 230 knots? I’m joking, right?

Sources:

Advisory Circular for Air Operators, “Training Programme for Crew Resource Management,” International Civil Aviation Organization, 2013.

Internet Website: http://www.crewresourcemanagement.net/information-processing/decision-making

Featured Image: Kent Wien

When Flying Aircraft, Exceeding Flight Minimums = Maximum Safety in the Skies!

Margie O’Connor

Competency versus Proficiency. Flying aircraft competently means you have met the standards. Flying aircraft proficiently means you’ve taken that extra step to gain a certain comfort level in the cockpit – you’ve refined and built your competence to a point where you are confident (but not arrogant). As pilots, we must maintain certain minimums to fly legally. But sometimes the minimums only make us competent…not proficient.

Take for instance the fatal aircraft crash of a Piper Arrow on approach to an airport under a moonless night sky with Visual Flight Rule (VFR) conditions. The pilot held a commercial license, instrument and multi-engine ratings and more than 2,000 flight hours.

How did this happen to a seemingly competent pilot? Despite his impressive history of qualifications, he had only logged 2 night take-offs and landings the previous month; prior to that, it had been 7 years since he had flown at night! And yet, he still chose to fly.

Good judgment so often goes hand-in-hand with practice and training. And everyone is different. The challenge is recognizing your strengths and weaknesses and admitting to when you may need a little extra to gain the edge necessary to become safe. To exercise your piloting skills safely and proficiently, you must avoid getting wrapped around the word “minimum” and strive to hone your skills.

Many General Aviation (GA) pilots are part-timers so flying on a regular basis isn’t always possible because of competing demands. So determining your level of proficiency is sometimes difficult. Looking at where you’re at in your flight training often provides a good gauge. For instance, if you just got your instrument ticket (congratulations) you’re undoubtedly more proficient than the general aviation instrument rated pilot who only flies the minimum 6 approaches within the preceding 6 months, to keep “current”.

Most are aware of the flight minimums but just in case you’ve forgotten, fly with me as we go through a refresher. Who knows, you may just discover a thing or two about your competency level and just maybe, how to achieve that level of expertise that will make you a much safer pilot.

Regulatory Minimums for Flying Aircraft

Recent Flight Experience (FAR 61.57 (a) and (b))

Simply put, if you plan to take your significant other up flying because you think it would be insanely romantic to propose to her during the flight (or if you’re just heading somewhere warm with all your newly acquired friends) then you must have made 3 takeoffs and landings within the preceding 90 days.
And if you plan to fly at night, those takeoffs and landings must be to a full stop and performed during the period from 1 hour after the sun goes down to 1 hour before the sun rises (now that’s early morning).

Flight Review (FAR 61.56) – previously known as the Biennial Flight Review (BFR)

Once you achieve the coveted ability to pilot an aircraft as the sole manipulator of the controls (very cool), you must maintain your privileges by undergoing a flight review roughly every 2 years, consisting of 1 hour of ground and 1 hour of flight. If you recently passed a test for an advanced rating or license (think Commercial or Instrument), you are exempt. Passing a phase of the FAA’s pilot proficiency program also qualifies.

Instrument Experience (FAR 61.57 (c))

To fly in weather less than VFR minimums or straight-up IFR weather, you must have your instrument rating (duh). And to comply with the regs, you must have performed 6 instrument approaches, holding and tracking, and intercepting and tracking using navigational systems within the 6 months preceding the month you are flying in either in an aircraft or a flight simulator (could this get any more confusing?).

If you have access to an aviation training device, then 3 hours of instrument experience within the 2 calendar months preceding your flight will suffice. You still must perform 6 instrument approaches, holding procedures, intercepting and tracking and 4 unusual attitude recoveries (from various configurations).

And it gets better. You can combine aircraft, simulator and training device to fulfill the requirements- yay! If you choose to accept this route, you must still log the 6 instrument approaches within the preceding 6 calendar months (plus the intercepting, tracking, and holding) but you can combine your flight experiences using the different modes.

Instrument Proficiency Check (FAR 61.57 (d))

Bummer. You failed to meet the minimum instrument experience requirements within the preceding 6 months or maybe you’ve been away from flying longer than 6 months – if you fall into either category, then to regain competency, you must undergo an Instrument Proficiency Check (IPC) with a designated examiner, an authorized instructor or other qualified pilot.

Working to exceed the minimums and gain expertise not only makes you a better pilot but also makes you safer in the air. And I, for one, would much prefer to be a contributing member of the friendly skies rather than a dangerous blob, flying “fat, dumb, and happy”.

When you go beyond your personal flying limits (or you purposefully break the rules…think little devil on your shoulder), you tend to get uncomfortable which can land you in some less-than-desirable situations.

Regaining Competency Flying Aircraft and Beyond!

Plentiful options exist to help you in your quest for competency and beyond. More flight time, conducted with a great fight instructor, is always a good place to start. But if cost is an issue, many less expensive (often free) alternatives exist to help get you back into the cockpit, brush up on your current capabilities or gain the experience and knowledge to dominate the skies!

A Rusty Pilots Seminar (provided by AOPA) may sound like an event planned for a retirement community but in reality, it’s an excellent way to get back into flying if the only thing you’ve “piloted” for the past (fill-in-the-blank) years has been your automobile.

A Rusty Pilots Seminar is free (which is always good) and offered at many locations (check the Rusty Pilots Seminar link for a list of seminars near you). I chose one close to my sister-in-law so I was able to combine a visit with the event. The seminar consisted of a few hours of ground lecture (with ample coffee and food provided), which fulfilled the 1-hour ground requirement for the annual flight review. Aircraft and instructors were available afterward (yes a fee but nominal) to complete the flight requirement per FAR 61.56.

The WINGS program (provided by the FAA’s Safety Team or FAASTeam) is another great way to get closer to proficiency. You learn through seminars, online classes or actual flight training. Sign-up is-you guessed it-FREE and many of the classes are free, too.

Remember, gaining expertise in flying aircraft takes consistent practice over time…10,000 hours, to be precise…yep, according to Malcolm Gladwell, author of Outliers, research shows that’s the magic number.

So open a book…or a browser and get studying. And the next time you embark on a flight into the wild blue, remember to do a self-check. Are you just flying the minimums or are you doing what you can to become an expert aviator in the sky?

Happy flying…safely and proficiently!

Get Started With Your Flight Training Today

You can get started today by filling out our online application. If you would like more information, you can call us at (844) 435-9338, or click here to start a live chat with us.

References:

Gladwell, M. (2008). Outliers.

National Transportation Safety Board (NTSB). (2001). (Identification: IAD01FA038).

Dr. Mary Ann O’Grady

Online flight training and aviation courses are designed to help pilots get off the ground (pun intended), and accredited online programs provide job skills training to high school graduates and college students who have an interest in pilot training. Distance learning aviation courses prepare pilots for the rigors of flying and/or employment in an aviation-related business by including prep work for air traffic controllers, test pilots, and private, commercial and corporate pilots. Online courses for high school students often transfer into high school credits so they are able to apply distance learning credits toward a university degree or advanced studies. Even job skills training that are acquired through online courses in aviation can lead to well-paying jobs in the aviation industry, such as air traffic controllers who assist in keeping rush hour commuters updated on traffic as well as the weather which are incorporated into radio and television station news. Corporate and commercial pilots are hired by companies who need pilots to ferry employees, clients, customers, and/or vendors back and forth to meetings, events, etc.

Pros and Cons to Online Flight Training

While there are multiple advantages for enrolling in online flight training courses, students exhibit varying degrees of success depending upon their learning styles and their ability to function independently. Typically the pros associated with taking online aviation courses include flexibility as being one of the major attractions for distance learning students who are employed, have families, are housebound, reside in a rural area, and/or travel frequently. Students are able to study on their own time and replay recorded lectures and classes; course study materials including lectures and texts are consistently accessible so that students are able to study at their own pace day or night, seven days a week. Another positive aspect of online education is the classes are structured on a variety of semester or course blocks, such as a trimester system (12 weeks) or four to six week course blocks. In addition, advancing technologies have allowed innovative instructional protocols to evolve where the virtual community can engage through tools that encourage interaction, such as message boards, chat rooms, work or focus groups, and virtual synchronous classrooms.

Online courses also have the added advantage of being less expensive than attending courses on campus. This allows students who might not otherwise be able to afford to pursue a degree to attend a college or university, due to no travel costs and not having to purchase hard copies of textbooks and other course materials.

However, with these benefits must come a significant level of self-discipline and organization to enable students to accomplish their coursework. You will need excellent time management skills and well-constructed self-made schedules. Enrolling in virtual classes requires a higher commitment by students to earning their degree by completing their assignments, reading the required materials, interacting with peers and professors, and taking exams and tests. Associate’s, Bachelor’s, Master’s and Doctoral-level degrees have all now become available through distance learning universities. Accredited schools may also offer certificates that indicate the completion of courses for programs that are non-degree.

Things to Keep in Mind When Looking Into Online Flight Training

In most cases, taking online aviation courses only requires basic technology to keep up with the classes, such as a desktop or a laptop computer loaded with a recent version of an Internet browser (Internet Explorer, Safari, Firefox, Google Chrome), and a personal email account which is often assigned by the online college or university to each student.

When choosing online aviation courses, students do well to determine whether the course is a good “fit” for them by examining the course syllabus. This details the learning objectives, the topics covered, the course materials that are provided including the textbook(s), and the class schedule which includes the assignments, and the associated deadlines for submission. Investigating the class size is also advantageous to ensure that the instructor will be able to easily handle the needs of each student. Typically each class will post the biography of the instructor to inform students of his or her academic credentials and practical experience as well as the office hours during which he or she can be contacted or whether scheduling an appointment will be necessary. Professors tend to have preferred methods of communication which can be through email, telephone conferencing or via Skype so it is advantageous to make a note of said preference early in the course.

Reviewing the Details of an Online Flight Training Program

Upon initial review, the aviation course syllabus that contains multiple pages can appear quite daunting but most syllabi follow a specific format that serves as the contract between the instructor and the student who agrees to that contract by enrolling in the course. The introductory page provides the course title, instructor’s name, credentials and email point of contact which are followed by the course description and the course objectives. Attention should be paid to the required course materials versus the suggested course materials which are recommended but not mandatory for the student. Occasionally a university will allow a discount when the course materials are ordered through the university bookstore which sometimes offers to rent as opposed to buying the textbooks, software, exam guides, E6B flight computer, and navigation plotter.

The general outline for a virtual aviation class suggests the unit of study which is usually divided into weeks, and accompanied by the in-text readings for each week. A general outline for a virtual aviation class is likely to cover the following topics on a week-by-week basis: aircraft and aerodynamics / aerodynamic principles during week one; aircraft instruments, engines, and systems during week two; airports, airspace, air traffic control, the flight environment, communication, and flight information during week three; the Federal Aviation Regulations found in the FAR/AIM or the Airmen’s Information Manual during week four; aircraft performance, weight, and balance during week five; aeromedical factors, aeronautical decision making, and the application of those human factors principles during week six; aviation weather and meteorology for pilots during week seven; aviation weather services and the interpretation of weather data during week eight; navigation, aeronautical charts and publications during week nine; navigation systems and aviation navigation in general during week ten; cross country flight planning and flying cross country during week eleven; and a review and preparation for the course final exam during week twelve.

Although online aviation courses usually require the completion of a quiz or test on a weekly basis to ascertain the progress of a student, the final exam may hold a particular significance whereby the student is signed off by an FAA Certified Flight Instructor designating that he or she has acquired sufficient competency in aviation theory to be able to take the FAA Private Pilot’s Exam. At this point, the student will take the signed authorization that he or she has printed out from his or her computer to a computer testing center within the following 30 days to be allowed to complete the FAA knowledge test. Congratulations! This is a major accomplishment for every aviation student.

Get Started With Your Flight Training Today

You can get started today by filling out our online application. If you would like more information, you can call us at (844) 435-9338, or click here to start a live chat with us.

Mary Ann O’Grady

The term andragogy, which is defined as “the art and science of helping adults learn,” was used as early as 1833 but it was popularized in the United States by Malcolm Knowles in the 1970s (Whitmyer, 1999, p. 1). Originally, andragogy was contrasted with the term pedagogy, which focused on helping children to learn but over time. However, the term pedagogy became so entwined with educational or instructional design that the two terms have become synonymous. According to Knowles, as cited in Whitmyer (1999), andragogy is based upon four primary assumptions regarding adult learners and how they differ from child learners. First, their self-concept shifts from dependence to self-direction. Second, their expanding reservoir of experience serves as a resource for learning. Third, their focus on learning becomes oriented toward the developmental requirements of their social roles. Fourth, they immediately want to apply what they have learned to the challenges of real life. Accordingly, their academic orientation shifts from one of subject-centeredness to one of problem-centeredness as illustrated by the following assumptions:

Topic	Pedagogy	Andragogy
Learners	Dependent	Independent
Subject matter	Only one right way	Many ways
Motivation to learn, change or improve	External and dictated by others	Internal response to personal or career needs
Role of experience	Unimportant, discounted	Resource that serves as a basis for learning, change or improvement Must be integrated
Learner	Requires outside direction	Ability to self-direct
Learning orientation	Subject-centered, Logic-oriented	Life/career-centered Process centered
Objective	Minimum requirements	Self-improvement/betterment

(Whitmyer, 1999)

When entering flight school training, which includes ground school (theoretical), flight school (practical application), and testing (written and practical/flight test with an FAA examiner), the mastery of the course material as well as the practical application is often supplemented by flight training videos. These flight training videos are available through various sources including the Federal Aviation Administration (FAA) and not-for-profit aviation associations. The format of the FAA broadcasts provides one-way videos and two-way audio satellite broadcasts that conduct short training and briefing sessions. All broadcasts that are classified as actual training courses are videotaped and close-captioned and made available as Video Self Study Courses. For example, two FAA videos specifically addressing aircraft certification service/air worthiness directives are available through Keybridge Technologies, Inc., and additional information pertaining to the ATN may be found on the FAA’s website.

Since the 1930s, not-for-profit associations have purported their mission statements to include the education of pilots, non-pilots, and policy makers alike, and remain dedicated to protecting pilots’ freedom to fly while keeping general aviation safe, enjoyable and affordable. Such associations continue to meet their education goals by providing flight training videos addressing a number of topics:

• Weather and go/no-go decisions
• Collision avoidance
• Weather and pilot error
• Weather and IFR flight planning
• Weather and VFR flight planning
• Avoiding power-on stalls
• NOAA’s Aviation Weather Center (ADDS)
• Gathering information about weather
• Angle of attack indicators
• Forced landings

The Internet also offers access to information relating to IFR risk management, instrument flying, GPS strategies, practical airmanship, and the strategies for becoming an adequately prepared pilot.

In recent years, the more typical list of instructional videos has been expanded to address more advanced aviation contexts, such as crew tracking, flight simulation, virtual chart plotter, aviation charts, business aviation navigation solutions and business training solutions; fatigue data collection, and mobile TC for the Samsung Galaxy Android Tablet. Updated training products, such as computer software, electronic books, and optional subscriptions that allow access to all the terminal charts and airport diagrams via tablets have begun to replace the traditional hard copy format. Instructional flight training videos appeal not only to novice pilots but also to pilots who are in the process of returning to flying as evidenced by the videos that address the issues of pilot currency requirements, TSA security awareness, the ever-challenging crosswind landings, and non-tower airport communications.

Videos are in a unique position to illustrate both of the two broad categories of practical examples posited by the academic research conducted by the teaching assistant fellows at the University of Wisconsin (1995). First, videos that aid in the explanation of theory and new concepts, and second, videos that illustrate the practical application of basic principles. These practical examples can also be sub-divided into different types based upon the format in which they are being used: analogies, observations, demonstrations that are experimental or mathematical, sensing phenomena, and observing secondary effects. When combined with one or more of the effective teaching strategies (practical examples, show and tell, case studies, guided design projects, open-ended labs, the flowchart technique, open-ended quizzes, brainstorming, question-and-answer method, and software) videos effectively serve to reinforce or anchor the course content for the student.

The guidelines underlying andragogy echo the need for the simultaneous development and presentation of a theoretical and practical foundation since neither one is useful without the other. However, andragogy also reflects adult students’ ability to self-direct as well as their ability to employ multiple means of assimilating the aviation course content. Since the construction of a culture of continuous improvement is a collaborative effort between aviation students and their flight instructors, the access to flight training videos aids in the successful acquisition of the flight school’s learning objectives. Access to advanced technology and the Internet provides aviation students and flight instructors with the capability to conveniently download instructional videos to their computers, tablets, and smartphones. Video programs also allow the production of short videos by flight instructors and their students that can be posted within an online course room or on social media for mutual viewing.

Get Started With Your Flight Training Today

You can get started today by filling out our online application. If you would like more information, you can call us at (844) 435-9338, or click here to start a live chat with us.

References:

Strategies for Effective Teaching, A Handbook for Teaching Assistants. (1995). University of Wisconsin – Madison College of Engineering. Retrieved on February 26, 2016, from http://www.engr.wisc.edu/services/elc/strategies.pdf Whitmyer, C., (1999). Andragogy versus Pedagogy. San Francisco, CA: FutureU Press.

Shawn Arena

Okay, you have checked another box in your journey to earning your private pilot certificate. You and your instructor have set up a ground training schedule and an aircraft has been selected for your training. The next logical step then arrives, as you ask yourself, “So, HOW do I fly airplanes?” I’ll now provide you with an overview so you can answer that question.

Some Un-Learning is required

Since we spend our lives in a limited dimensional world on the ground, learning how to fly airplanes requires what I call ‘un-learning’. “What do you mean by that?” you may ask. As you are learning (or have learned) from your ground component of training, an aircraft operates in multiple dimensions as it is supported by the flow of the air around it.

To conduct many ground-based activities (like driving a car or riding a bicycle) much muscle input is required to accomplish the task. In an aircraft, however, very subtle yet direct muscular inputs and keen hand-eye coordination are required (as your flight instructor will remind you). Another piece of un-learning you’ll encounter is, since an aircraft is not designed for ground operations per se, that you use your feet instead of your hands to smoothly direct the aircraft while on the ground. You will quickly realize that while on the ground, your hand movements on the control yoke are basically useless.

A Quick Physics Lesson

Since the aircraft is designed to operate efficiently in the air, four forces of physics act upon it: Lift (Up), Gravity (down), Thrust (forward), and Drag (backward). In learning how to fly airplanes, you will find out (sometimes the hard way) that all four of these forces have to be in balance with each other. If one is not in agreement with the others, the aircraft will do something that you may not want it to do.

Today’s training aircraft are forgiving, allowing the student to get ‘a feel for the aircraft’. You will understand what your instructor means when he or she states, “Relax, become part of the aircraft, and things will become easier.” As each lesson progresses, the answer to the question “how do I fly airplanes” will be ingrained and easier to realize.

Flight Controls Management

As you gain confidence with every lesson, that hand-eye coordination will become second nature AND you will also realize the vestibular ‘feel’ in your body. Remember that sinking feeling you have when riding an elevator down? In an airplane, that feeling is magnified. Similarly, when that same elevator is rising quickly you feel a strange force pushing down on your body, and the same feeling (again magnified) is what your body feels in an airplane. Congratulations, you just discovered positive and negative g-forces!

That is where management of the flight controls comes into play. You pull back on the yoke or control stick and you go up (Lift), you push down and you go down (gravity). You accelerate the aircraft through the thrust control, you go forward (thrust), and you slow the airplane down, and drag (and gravity) take over. As you progress on how to fly airplanes, management of ailerons, rudder, flaps, and trim tabs become more important to control the pitch, yaw, and roll actions – THAT is how you fly airplanes! It is all about a smooth coordination of each of those individual three axes, that the aircraft operates.

Skyward

As you progress through the basic training, a better understanding of physics, flight control, and hand-eye coordination management enlarges your physical world. It is so powerful that all five of your senses (yes, I mean all five) will forever be changed because you have experienced something very few people get to do in a lifetime. That physical (and physiological) impact on your body is something you will enjoy and treasure the rest of your life!

Get Started With Your Flight Training Today

You can get started today by filling out our online application. If you would like more information, you can call us at (844) 435-9338, or click here to start a live chat with us.

Wilson Gilliam Jr.

When a pilot opens his or her certificate wallet, the Airline Transport Pilot (ATP) certificate is usually the one on top. It is a diamond on a black cloth. ATP certification is a significant accomplishment, as the requirements for both the written and practical tests are demanding.

I could have used all of that ATP weight shift knowledge when Target Stores hired us to fly tours around the parking lot of a grand opening in Virginia Beach, Virginia. Passengers of all sizes stepped up to be next on board and I (the pilot) just kept waving them on. I do remember politely gesturing for one excited, portly gentleman to move to the back of the group until I had burned off a little more fuel. Every take-off was a running, bumpy, pavement scratching event and the two-seat helicopter strained to clear the rooftop shingles of a nearby apartment complex. That’s the takeoff over 100 foot obstacle problem on the ATP test.

Some professional pilots never venture into ATP training. This could be due to the relatively high costs of flight training and a necessity to generate some income to offset those expenses.
According to the Aircraft Owners and Pilots Association, ATP pilots slightly outnumber those with commercial ratings. This means that nearly fifty-percent of pilots with “for hire” airmen certificates do not have ATP certification.

It’s important to note that an increasing number of employers require the ATP. This requirement seems to be more prevalent in the fixed-wing world. Helicopter operators have a focus on “type of operation” experience but are now beginning to require ATP certification as well. In any case, planning a long-term aviation career without ATP certification could reduce your competitiveness with other job candidates.

Should a pilot attempt ATP training as soon as they are eligible? Of course, this is a personal choice and is regulated by the experience requirements in Federal Air Regulations (FARs), Part 61. ATP training is a definite plus. The route to getting the experience required for certification can be varied. I suggest becoming a CFI/CFII first.

I earned my ATP rotorcraft helicopter rating license well after I had been teaching flight students of various experience levels. In my estimation, both the CFI and the ATP are important for different reasons.

I realized that I didn’t know much about flying until I started providing flight instruction. When an instructor becomes more comfortable in the cockpit, threats to safety stress levels begin to subside and openness to outside stimuli is heightened. Stress creates a narrowing of focus, understanding and reactionary response.

Unnecessary stress in the aircraft can interfere with teacher or student learning. I can remember when I was taking fixed-wing lessons, trying to earn my initial instrument rating in a Beechcraft Sundowner. My instructor had just taken a new pilot position with one of the local commuter airlines. Like many students, I remember having trouble visualizing my position when entering holding patterns. To be honest, all of the VOR radial dialing and cross-checking left me thoroughly confused most of the time. Out of the corner of my foggles, I could see my head shaking instructor. The thought of a new career was apparently blinding my CFII to my primal difficulties with direct, parallel and yes, good old teardrop maneuvers. Stress increases, attention is focused on the threat and the student (me, in this case) doesn’t learn, nearing resignation.

As a new flight instructor gains confidence, aircraft control stressors are reduced and a whole new world of sensory data opens up. The instructor should be prepared for this new experience and realize that that it is an unbelievable learning opportunity. Being able to see most of the flight environment simultaneously permits the new instructor to recognize control input lag versus performance, traffic conflicts and allows some forecast of student accident chain potential.
This is why an experienced flight instructor makes an excellent ATP. A flight instructor combines the developed ability to discern multiple input channels with well-honed aircraft control skills. I contend that simple, point A to B commercial experience counted toward the ATP experience requirements is inferior to comparable hours of dual instruction given. For highly developed situational awareness and control skills, consider becoming a flight instructor prior to training for the ATP.

The additional knowledge gained from ATP training challenges the pilot to think on many different levels at once. The ATP experience is an opportunity for increased situational awareness. Rote learning becomes less prevalent as causal relationships and risk mitigation becomes the norm.
Choosing an experienced and dedicated flight school is another important step in the ATP process. Some of the most proficient students I’ve ever taught started with me with zero experience and became ATP certificate holders. But, they all had one thing in common – they were all flight instructors for at least one year.

ATP certification doesn’t guarantee that you will be a great pilot. Some of the best have never held an ATP. If you decide that the ATP is for you, consider becoming a CFI/CFII first. Absorb your world for a single year and then get your ATP. I think you will find that this approach is within a few degrees of being perfect.

Get Started With Your Flight Training Today

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^{Featured Image by Jonathan Gross}

Margie O’Connor

Whether just learning to fly or a seasoned aviator, hypoxia does NOT discriminate. It doesn’t care if you have 15 hours of flight time and you’re still aspiring to get your Private Pilot’s License or if you’re a seasoned aviator with 12,000+ hours flying for a major airline.  Hypoxia lurks just around the corner, threatening to end your flight (and life) should you fail to recognize the symptoms and respond accordingly.

What Causes Hypoxia?

When the atmosphere we fly in restricts or prevents the efficient transfer of oxygen to our lungs, we are susceptible to hypoxia. Often potentially fatal, the symptoms of hypoxia can slowly creep in so subtlely, even the most discerning pilot may not recognize the onset.

Oxygen (O₂) fills roughly 21% of the atmosphere and this percentage doesn’t really change with altitude (the number of O₂ molecules decreases with altitude). What does change significantly as you fly higher is the partial pressure of that O_2. At Sea Level (SL), your body operates comfortably with a partial pressure of 760mm Hg or 29.92 in Hg. But as begin your ascent, this decreases rapidly with the greatest pressure differential occurring from SL to 5,000 feet. As the partial pressure decreases, the oxygen molecules lose their ability to attach to your hemoglobin (the responsible party for moving O₂ through your body). Do you see where this is going? If you guessed an inability to breathe, you are correct. And of course, when we can’t breathe, we eventually lose consciousness and well, you know the end of that flight.

But doesn’t hypoxia always occur at high altitudes? Unfortunately, no. The different types of hypoxia are not only dependent on circumstances (high altitudes being one of them) but also the condition of the pilot. Yes, that’s right, once again, hypoxia does not care if you are a VIP (Very Important Pilot). You may be more susceptible solely because of your particular body chemistry!

You may also think hypoxia only happens in the world of commercial flight. After all, they routinely fly at high altitudes whereas your General Aviation (GA) counterpart tends to stay closer to the terra firma. This too is a potentially dangerous assumption. General aviation has had its share of accidents directly attributable to hypoxia. An accident from 2001 involving a pilot, who climbed to 21,600’ in his non-pressurized airplane without supplemental oxygen, is just one tragic example of a hypoxia-induced crash.

And of course, most are familiar with the loss of pressurization and subsequent crash of the aircraft carrying famous golfer Payne Stewart in 1999. Hypoxia led to the unconsciousness of all on board and their tragic ending. Hypoxia was alive and well in the fatal crash of Helios Flight 522 in 2005 when the crew failed to recognize the lack of pressurization. All 121 persons on board perished as the B737 succumbed to fuel starvation and crashed into the side of a hill.

How do you avoid falling prey to hypoxia? Awareness and recognition of the symptoms of hypoxia are key to avoiding, or, at least being able to respond correctly to the situation.

Stages and Symptoms of Hypoxia

ICDC (which is like ACDC, the band from the 80s) is the acronym I use to remember the stages of hypoxia. The main takeaway here is to be cognizant of your altitude (take a peek at your altimeter) and try to monitor how you feel as you fly. Symptoms indicated below in italics are by no means all-inclusive.

The Indifferent stage starts at the surface and goes to an altitude of 10,000 feet. Degraded night vision is the first indicator of hypoxia, occurring at this level. Why is this, you ask? Well for starters, the eye demands more oxygen than any other organ in the body (yes, really!). And this combined with the lack of color visual acuity because your cones have gone to bed, can create somewhat of a blind situation.

As oxygen saturation continues to decrease between 10,000 and 15,000 feet, you enter the Compensatory stage of hypoxia. Impaired judgment and coordination may occur along with drowsiness, not attributable to boredom. Prolonged exposure at this level may go unnoticed if the crew is busy with other tasks.

Once you pass 15,000 feet and up to 20,000 feet, coordination, speech and flight skills rapidly deteriorate. This is the Disturbance stage. Fatigue, dizziness, and headache surface as your body can no longer compensate for the reduction in oxygen. You may feel a sense of euphoria. Although this sounds like a pleasurable state of being, if you feel euphoric (i.e., like you have suddenly become the happiest and best pilot around and nothing can stop you), you may want to check your pulse oximeter (if you have one) and immediately descend to a lower altitude (if available) because you’re approaching the point of no return.

If you continue ascending without recognizing your symptoms and donning an oxygen mask, you will undoubtedly enter the Critical stage, roughly 3-5 minutes at Flight Level (FL) 200 and above. Your central nervous system begins to die, circulation fails and your heart spools down. Convulsions and unconsciousness are preceded closely by death.

Types of Hypoxia

Hypoxic hypoxia is probably more of a concern to you as a pilot than the other types but all can produce the same debilitating or fatal results. Hypobaric hypoxia (also called Altitude hypoxia) occurs when the partial pressure decreases so much your body can no longer diffuse oxygen and in a nutshell, your body loses the capacity to breathe. So why didn’t you experience symptoms of hypoxia on your recent commercial flight to Florida or some other sunshine-laden state? Because the aircraft was pressurized, which compensates for the lack of partial pressure.

Stagnant hypoxia occurs when circulation of the blood is somehow restricted. Heart conditions, excessive G forces or extremely cold temperatures, all may impede blood flow and decrease it to the point it can no longer deliver O₂ to your cells and tissues.

Smoke? Step right up – you may be the perfect candidate for hypemic hypoxia (also called anemic hypoxia), a condition caused by the hemoglobin’s inability to grab onto oxygen molecules. Certain anemic conditions, such as blood loss or non-functioning red blood cells, reduce the hemoglobin’s ability to latch on to oxygen. Or if you do happen to partake in smoking, then you’ve increased your odds dramatically for hypemic hypoxia. Why? Because given the choice between an oxygen molecule and a carbon monoxide molecule, hemoglobin will pick the latter every time.

Suppose you decided to partake in some alcoholic beverages the night prior to flying (of course, you would have quit drinking at least 8 hours prior to comply with the FAR 91.17). After leveling off at an altitude of 4,500 feet, you begin to notice a change in your vision and possibly some discrepancies with your flying abilities. You may have just entered the world of histotoxic hypoxia. This form occurs when your cells fail to process oxygen because of a toxin in the receiving cells (in this case, the toxin being alcohol). Other substances, like narcotics, can also hinder your cells’ ability to absorb oxygen but if you fall into this category, you shouldn’t be flying in the first place.

So how long do you have before incapacitation? Well that all depends on your Time of Useful Consciousness (TUC), which essentially equates to how long you have before you enter the land of the unknown. In a nutshell, your body has a certain amount of time (TUC) to recognize the symptoms of hypoxia and react before your good judgment takes a dive.

Your Susceptibility to Hypoxia is Unique to YOU

The symptoms of hypoxia present themselves differently in each person. A Captain flying for a major airline may experience a reduction in night vision while her First Officer is turning blue. But even though the severity of the symptoms may differ, both pilots are operating with less than a full tank (of oxygen, that is), predisposing them to a continued degradation in piloting skills.

Mental and physical fatigue, alcohol consumption, smoking and being physically out of shape increase your susceptibility to hypoxia.

Your tolerance to hypoxia also depends on external factors. Are you already acclimated to higher altitudes because you routinely fly from an airport with an elevation of 5,000 feet? If so, you may be better able to combat the effects of hypoxia.

Rapid rates of ascent, cold ambient temperatures and the time you spend at the altitude can all decrease your tolerance.

Gaining an Appreciation for Hypoxia

Many will never experience flight at high altitudes in unpressurized conditions. But the geographic location of some flight training facilities, like Upper Limit Aviation, can actually help you acclimate to higher altitudes. If you’re lucky enough to actually fly in the mountains or experience actual hypoxia in a high-altitude chamber, then you’re probably one step closer to recognizing the symptoms, which may just save your life someday.

Awareness is key. Just as knowing your strengths and weaknesses as a pilot help you focus on mastering new skills, so will learning how you react to hypoxia and limiting the factors that exacerbate the condition.

If you find yourself suspecting hypoxia and you are able, descend immediately and declare an emergency. Breathing supplemental oxygen at the required altitudes may also mitigate your chances of developing hypoxia.

Take the plunge (or rather the ascent) in an actual altitude chamber!

For free (yes, that’s right), you can visit and “fly” in an altitude chamber to gain a better understanding of hypoxia, the symptoms of hypoxia, rapid decompression and high altitude flying. The FAA has a chamber in Oklahoma City at the Mike Monroney Aeronautical Center.

Flying a pressurized aircraft and monitoring your O2 level may also help. Or if you were planning to buy an airplane anyway, consider one (like the Piper PA-46 M350) with a built in system that not only measures your level of oxygen saturation (yes, a pulse oximeter and carbon monoxide detectors are built into the panel) but also initiates a descent when a lack of pressurization occurs and pilots fail to respond.

Whatever option you choose, avoiding conditions favorable for hypoxia may lead to many more flights. And after all, isn’t that the ultimate goal?

Happy Flying!

Get Started With Your Flight Training Today

You can get started today by filling out our online application. If you would like more information, you can call us at (844) 435-9338, or click here to start a live chat with us.

References:

National Transportation Safety Board. (2001). 2001 GA Accident Aircraft Data Used in Annual Review. Retrieved from http://www.ntsb.gov/investigations/data/Pages/aviation_stats.aspx

Reinhart, R.O. (2008). Basic Flight Physiology. New York, New York: McGraw Hill.

John Peltier

Want to fly around for simple travel and sightseeing but don’t have the resources to obtain a private pilot’s license? Or perhaps you can’t get the medical certificate for your private pilot but can still safely operate an aircraft. Go through sport pilot training instead!

What Can You Do as a Sport Pilot

The sport pilot rating can be very confusing to many people, even current pilots and flight instructors. It’s that “in-between” area between flying ultralights and being a full-blown private pilot.

A sport pilot can fly any aircraft categorized as a “light sport” aircraft. These aircraft weigh less than 1,320 pounds, cannot cruise faster than 120 knots, and only have seating for one passenger in addition to the pilot. There are a few other technical requirements, but these are the basics to be considered a light-sport aircraft. Examples of light-sport aircraft include the popular & timeless J-2 Cub, Aeronca Champ, the newer Cessna Skycatcher, certain gyroplanes, balloons, and gliders.

As a sport pilot, you can use your driver’s license to fly you and a friend around uncontrolled airspace during the day, under 10,000’, and in visibility greater than three miles.

Additional endorsements are available for sport pilots to be allowed to fly in certain controlled airspace and in varying light-sport aircraft.

Eligibility Requirements for Sport Pilot Training

In order to start your sport pilot training, you must have at least a valid U.S. driver’s license. Except if you’re training to fly gliders or balloons – no driver’s license is required. If you’re using a driver’s license, you’ll need to comply with any restrictions issued under this license, such as the requirement to wear corrective lenses.

You may most certainly use an FAA medical certificate instead of a driver’s license, but be careful if you don’t yet have a medical certificate and try to get one. If you apply for a medical certificate but are found ineligible for one, this will disqualify you from getting your sport pilot license. If there is any doubt about your ability to pass an FAA Third Class medical, you may just want to use your driver’s license, so long as you can safely operate an aircraft.

You need to be able to read, write, and understand English.

You’ll need to have reached your 17th birthday when you test for your sport pilot license in anything other than a glider, in which case you only need to be 16 years old. You can start training when you’re 14 for gliders, and 16 for all other aircraft.

Before you can take your practical test you’ll need to take a written knowledge test.

After a certain amount of flight training (20 hours in airplanes & gyroplanes, 10 hours in gliders) you’ll be eligible to take the final practical test with an FAA examiner.

What to Expect in Sport Pilot Training

Sport pilots still need to know the basic “rules of the road” in order to safely operate an aircraft in American skies. Your sport pilot training will start with ground instruction on some of these subjects. Some of the sport pilot ground training subjects include:

• The FAA regulations applicable to sport pilot privileges and operations
• Visual navigation using aeronautical charts
• Basic weather theory as it applies to aviation
• Understanding of aircraft systems
• Aeronautical decision making

With the right attitude, you’ll be able to hang out in the pilot’s lounge in airports across the country and participate in discussions about these subjects! Not to mention being able to safely and effectively operate your aircraft.

You’ll also be getting up in the air for some flight instruction concurrent with most of your ground training. Depending on which aircraft category you want to get certified in, and how fast you pick things up, this could be anywhere from ten to twenty lessons.

In airplanes, for example, you’ll need a total of 20 hours flight time (half of what is required to be a private pilot). This is broken down into 15 hours of flight lessons with a flight instructor and 5 hours of solo flight.

Your first few lessons will be all about familiarizing yourself with the airplane – preflight, controls, and postflight. Once you have a foundation of these things, then your instructor will take you through basic maneuvers during your next few lessons. These topics will include takeoff, maneuvering with reference to objects on the ground, and landing. You may even get surprised with an emergency procedure or two.

At that point, you should be ready to solo! Your first solo will be limited to flying around the airport, but after that you’ll be on your own “cross-country”! This solo cross-country flight must be a minimum of 75 miles. During these 75 miles, you’ll be making a landing at a second airport other than your home base, and have one segment of the cross-country longer than 25 miles. It’s an awesome feeling!

Other airplane requirements are a total of ten takeoffs and landings to a full stop and two hours of cross-country flight training with an instructor (you’ll do this before your cross-country solo).

Once you’ve completed all of the above sport pilot training you’ll be ready for your practical test, so long as you’ve already taken your knowledge test. The knowledge test is a written test at an FAA testing center with questions related to what you learned during your ground training.

The practical test, also known as the “checkride”, is with an FAA examiner. He or she will quiz you orally before your flight on those subjects you learned in ground training, then you’ll go on out for your flight! Just imagine that it’s just another flight with your instructor. The examiner will want to see you preflight the aircraft, crank it up, takeoff, perform some basic flight maneuvers, stalls, an emergency procedure, then come back and land. That’s all there is to it! You’re now a certified sport pilot!

Restrictions on Sport Pilots You Need to Know

Some of the basic restrictions have already been outlined, like airspeed limits and altitude limits.

You also cannot operate in any controlled airspace as a basic sport pilot. That is to say, around small airports with control towers or in airspace around larger airports like Los Angeles. However – there is a provision to allow sport pilots to fly in this airspace. All it takes is some extra training and an endorsement from an instructor. You’ll learn more about using the radios, navigation, controlled airport operations, and the FAA regulations as they relate to controlled airspace.

This endorsement is really not difficult to obtain and it really opens up your options for flying!

There are many other restrictions outlined in the Federal Aviation Regulations (Part 61.315 if you’re interested). Here are some highlights from the long list:

• You can only fly one passenger, and you may split operating costs evenly among the two of you (your passenger cannot pay more than an equal share)
• You cannot fly to further your own business
• You cannot fly at night
• You cannot fly greater than 2,000 feet above the ground

Should You Pursue Sport Pilot Training?

If you want to experience the freedom of flight but can’t make the commitment for private pilot training, then absolutely go for it! Just realize that while it’s a fast-track to being a pilot, flying is a very serious business with risks. Treat is as such and you’ll be glad you did!

Get Started With Your Flight Training Today

You can get started today by filling out our online application. If you would like more information, you can call us at (844) 435-9338, or click here to start a live chat with us.

^{Featured Image by Chris Happel}

Airlines are integrating new curricula and shifting the focus of airline training programs more towards enhanced safety.

Vern Weiss

Some day I should experience a different career just to see if other fields are as crazy with initialisms, acronyms and abbreviations as aviation. I’ll bet not. For the benefit of the purist, an initialism is not the same thing as an acronym. Each letter is spoken separately representing the first letter of a phrase like “FAA” (pronounced “eff-ay-ay”). Whereas an acronym is a spoken word comprised of the first letters of a phrase such as METAR (pronounced “mee-tahr) which, in everyday conversation amongst pilot buddies, would be pronounced (of course) météorologique régulière pour l’aviation. OK, so the translation isn’t as straightforward as FUBAR and SNAFU. But you must agree aviation has a bucket-load of ’em and the movers-and-shakers in aviation have been buying up all the available consonants and vowels that they can.

An Overview of Airline Training Programs

Airline training programs pretty much follow the same pattern regardless of which offers you a job. New hires start out in ground school learning about systems specific to the aircraft they’ll fly. Then comes simulator training and, depending on the simulator which is available for your particular aircraft, a short period of actual flight training might be required.¹

Once completing the ground and simulator training phases there remains a final component in the sequence of airline training programs: Initial Operating Experience (IOE, sometimes called just “OE”). This stage of training is every bit as important as the others and, yes, there have been pilots who made it through ground and simulator training but could not get through IOE; but that is rare. As an airline pilot, every change you make in aircraft and every time you upgrade, you are required to complete IOE with a company check airman. IOE actually takes place during scheduled flights carrying paying passengers and you perform the duties of a regular first officer. The check airman (who doubles as the flight’s captain) will watch you carefully and provide instruction, tips and guide you through the myriad of procedural tasks you must perform. Think of it as “on the job airline training programs.” Even when you upgrade to captain it will be necessary for you to complete IOE. The check airman has the prerogative and obligation to terminate IOE at any time if it becomes apparent that you are a weak candidate and it’s probable that improvement is not anticipated. IOE typically consists of ten to twenty hours of flying spread out over the course of three to five regularly-scheduled multi-day line trips.

The Tenerife Airport Disaster and Introduction of CRM

In 1977, two Boeing 747s collided on a runway in the Canary Islands at Tenerife. The airport was cloaked in fog and neither aircraft’s pilots could see the other nor could the air traffic controller see either aircraft. There were language and phraseology misinterpretations and the long- and short- of it is that one of the 747s began its take-off roll while the second 747 was still on the runway. Nearly 600 people died in the Tenerife disaster. As a result of the Tenerife crash, NASA began studying the role cockpit communications played in accidents as well as the rigid authoritarian hierarchy and situational awareness existing on airline flight decks. By the early 1980s a new concept, “cockpit resource management”² became accepted worldwide to minimize and, hopefully, eliminate those behaviors that contribute to accidents. CRM is now an important component of airline training programs and FAA Part 142 schools are including it in their programs designed for Part 91 corporate and Part 135 air taxi operators. At the core of CRM is sound reasoning: Speak up if you see or suspect something is wrong, verify, help each other; common sense basics like “drink your milk” and “don’t run with scissors.” Many improvements have appeared as a result of CRM even outside the aircraft. As an example, prior to CRM awareness air traffic controllers would rattle off a string of instructions. Now they limit the numbers given in clearances to pilots. Instead of “TransAir 257 turn left heading 2-6-0, descend to 2-5-0 and slow to 190 knots.” Did he say descend to Flight Level 2-6-0, turn to a 190 degree heading and slow to 250 knots?” No. So now they issue only two numerical components and, only after you read it back correctly, will they issue you the third piece of the instructions with which they want you to comply.

CRM is now integral to new-hire and re-currency training programs. It defines how the two-person flight crew interacts in the spirit of unity and cooperation. It can get real busy on the flight deck of an airliner, especially approaching the destination. Captains and First Officers commonly alternate flying each leg. The PF (Pilot-Flying) just flies. Period. The PNF (Pilot-Not Flying) does all the radio work. But approaching your destination, there are many other duties required of the PNF: Company Operations is waiting for your radio call with your ETA info, maintenance status and in return advise you of your parking gate. The PNF must also obtain the weather from the ATIS (or ACARS if equipped) and calculate landing data and target speeds for the approach. The PNF is real busy. Meanwhile the air traffic controllers seem to continually be calling with headings and altitudes as they line you up for the approach. You can’t do it all. Enter CRM. Even though the PF’s duty is only to fly the airplane, everything might be under control and you will be excused to go off the controller’s frequency to take care of all those things while the PF handles any calls from the controllers.

Or the flight attendant calls and says there’s an unruly passenger and the captain is the PF on that leg. He feels comfortable being alone during this portion of the flight and can handle the radio easily while managing the airplane. Even though he’s the ultimate authority for the flight and usually the one to handle such problems, he also knows you are brand new on the job and it will also start getting busy soon. His evaluation of the situation leads him to decide not to leave you alone handling the radio and the imminent flurry of flight instructions, so he delegates the responsibility of your going back to settle the problem. Before you remove your headset you say, “I’m off the radio” and he says, “I got the radio.” Anyone observing this exchange might think it should have been obvious to both of you who was listening and who wasn’t. But it’s verification that he’s now handling his and your tasks and you are excused.

Or the air traffic controller issues a clearance to turn to 320° but the pilot who’s flying makes no attempt to change the aircraft heading. The non-flying pilot leans over toward the flying pilot and says, “Um, Jim…did you copy he wants a turn to three-two-zero?” “Oh gosh! I was daydreaming!”

That’s CRM.

The Advanced Qualification Program

In the last 15 years a new pilot training concept has been introduced with increasing use among most major and a growing number of regional airlines. The Advanced Qualification Program (AQP) is a voluntary departure from traditional FAA Part 121 and 135 pilot training methods. Once an air carrier submits and receives FAA approval for their AQP program, pilots can be trained using innovative, non-traditional means so long as their proficiency meets or exceeds the level resulting from traditional curricula. FAA Advisory Circular 120-54 states that in an AQP program, pilots are trained to a standard of proficiency on all objectives and it is not necessary to verify proficiency by checking every such item on every check ride. Rather, the proficiency evaluation may consist of a sampling of one of several similar items.³ The benefit of the AQP program is that it can reduce training time and cost. More flexibility is permitted to introduce new technologies and equipment, operations and training techniques without conflicting with the literal interpretation of regulations and/or protracted approval protocols. Proficiency tasks can be consolidated in an AQP. As an example, outside of an AQP pilots must demonstrate non-precision approaches during each proficiency check. This means VOR, NDB and localizer approaches must each be flown. Under an approved AQP a pilot need only demonstrate one of these types of nonprecision approaches.

Advanced Qualification Programs place heavy emphasis on Crew Resource Management. In the “old days,” the mentality leaned toward pilots showing that they could be “loaded up” during an emergency and handle it all. AQP’s attention is on safety, efficiency and utilizing all of the resources (including other crew members) in dealing with emergencies as well as non-emergency situations.

What is FOQA?

Flight Operations Quality Assurance (FOQA) is an acronym pronounced “foh-kwah.” It’s not a training term but is a significant tool in the development of airline training programs. FOQA centers on Flight Data Monitoring⁴ whereby equipment monitors and records sensor parameters as an aircraft moves. In turn, this data is downloaded and analyzed to determine operational problems, maintenance issues and reveal areas where cost could be reduced. The overall goal of FOQA programs is to improve safety but often Flight Data Monitoring reveals problems that would not otherwise be known in the way aircraft are handled. Here’s an example: There may be an instrument departure that requires an aircraft reaching 3,000 feet by the time it is 5 miles from the airport. FOQA analysts notice that airline pilots consistently violate this requirement and routinely reach only 2,700 feet by the time they pass the 5 mile point. To fix this performance deficiency, the airline implements changing it’s training procedures to include a departing airplane leveling off at an interim altitude to allow it to accelerate to a predetermined speed, then continue its climb. The additional speed and momentum gained in a momentary level-off might be all that is needed to achieve the performance required to comply with the 3,000′ restriction in the departure procedure.

FOQA may also reveal pilots’ violations or mishandling of the aircraft. This probably explains why the program doesn’t enjoy unanimous enthusiasm although checks and balances are built into data collection to protect anonymity to a certain degree. FOQA exists for what its name implies, quality assurance.

In Conclusion

There was a time, not so very long ago, that pilot training was somewhat inconsistent and check-ride maneuvers spontaneous. Ask someone who got their ATP certificate in the 1960s what their check-ride was like. Some of those pilots’ stories about the devious things concocted by their examiners are incredible. Thankfully we have moved beyond such haphazard methods and airline training programs are now more carefully thought out, tried-and-tested and audited to make it more “real world” and safe. Isn’t that the goal of any training?

Get Started With Your Flight Training Today

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Sources and Footnotes:

1 – Flight Simulator Training: Cutting Costs and Improving Skills – STIMulation BY SIMulation Vern Weiss – December 8, 2015.

Older models of aircraft still flown by airlines may breed older types of simulators. Pilot proficiency check rides conducted in Level “C” and Level “D” simulators (if approved and usually are by the FAA under Part 121 Appendix H) can be used for the entire proficiency check. However older simulators that are still be around may require an inflight training session (“3-bounces” or touch-and-goes) in the actual aircraft.

2 – The term “Cockpit Resource Management” later evolved into “Crew Resource Management” because the concept was extended beyond pilots to other flight crew members and the cockpit was more often called the “flight deck” on airline transports.

3 – https://www.faa.gov/training_testing/training/aqp/more/background/

4 – Many pilots prefer the derisive term, “the snitch.”

Shawn Arena

So you have decided to not only begin flight training, but have focused on using Cessna aircraft and their associated Training Program. First a caveat – regardless of the type of aircraft and program selected, the main goal is training you safely, efficiently, (and as in this case) the use of a specific aircraft manufacturer’s best-recommended practices.

A Few Basics on Cessna Training Aircraft

Cessna utilizes two primary basic trainers for their Cessna flight training program: The 152 (C-152) and 172 (C-172). The main differences between these two are not only the number of seats (2-152 vs. 4-172) but engine horsepower (110hp-152 vs. 150hp-172). Training can be conducted in both, however usually the smaller 152 is used for most of the basic training and then the 172 after flying skills have matured to a safe and comfortable level per the individual flight instructor. Cessna flight training aircraft are high-wing, very stable aircraft that provide an excellent platform to learn and master the necessary flying skills.

The Cessna Flight Training Program

The Cessna Flight Training Curriculum is very comprehensive, logical, and easy to master. The Program is segmented into three areas: Pre-Solo, Solo and Cross Country, and Preparing for the Flight Test. In the initial phase of Pre-Solo, the student is indoctrinated into the nuances and ‘feel’ of the aircraft itself, expectations and milestones to achieve, and finally alignment towards solo flight.

The second Phase, Solo and Cross Country, starts with that indelible achievement of your first solo and builds on the skills, airmanship and expanded aeronautical knowledge so as to conduct a flight safely and efficiently outside of the confines of your home airport.

The third and final stage is preparing for the Flight Test to be administered by an FAA Designated Examiner. They will ultimately determine and present to you your “License to Learn” (as some call the Private Pilot certificate) or in some cases, the Sport Pilot License.

Flight and Ground Training Concentrations of the Cessna Training Program

Since all flight activity is conducted in three-dimensional space versus the two-dimensional ground experiences we are accustomed to, a core feature of the Cessna Training Program is to focus on the following:

• Real-World Training
• Risk Management for Pilots
• Assessment

Real-world training is introduced to demonstrate what you may/will encounter during your flying experiences and how to strengthen your decision-making skills. Specifically, instructors want to see how you perform in pre-flight, automation utilization, and navigational operations. Risk Management for Pilots focus on the acknowledgment that flight is a constant assessment of risks and recognizing how those risks are managed and mitigated. Finally, the Assessment stage develops an inner-focus from the pilot’s perspective and an objective view as seen from the Instructor. All three of these phases work synergistically and cover such areas as in-flight emergencies, aviation weather, operations in and out of large-towered airports, small non-towered facilities and the associated airspace with both types of airports.

Stick-And-Rudder Skill Development and Closing Comments

Like in all new endeavors, flight training is an acquired learning of components such as ground maneuvering, takeoff and cruise, en-route flight, and finally descent and landing. Within all those phases you will learn how to safely conduct straight and level flight, stall recognition and recovery, steep turns, slow flight, emergency recognition and mitigation and unusual flight recovery.

All of those areas require separate stages in training that not only build confidence but mastery of basic aeronautical stick-and-rudder skills that will be required for safe travel in flight conditions.

In closing, the Cessna Training Program is built on solid information, and will allow you to confidently utilize aerial navigation skills that you will be proud and eager to display!

Get Started With Your Flight Training Today

You can get started today by filling out our online application. If you would like more information, you can call us at (844) 435-9338, or click here to start a live chat with us.

Dr. Mary Ann O’Grady

Often pilots who fly small to medium-sized aircraft as a means of amassing hours to vie for positions with the airlines and cargo planes are likely to become bored with consistently flying prescribed routes and filing the same flight plans. In comparison, there is a category of pilots who enjoys the challenge of flying in adverse conditions and who does not care about earning a large salary: bush pilots. They are highly respected for their flying skills which include the ability to avoid flying by the numbers and to use unregistered airfields or no airfields at all; in essence, it requires the mastery of the “flying-by-the-seat-of-your-pants” technique. At first glance, it appears to be dangerous and disconcerting, but with the proper bush pilot training, it is neither.

The realities of becoming a bush pilot may be summed up as follows:

• Being away from home for long periods of time.
• Expecting to live in accommodations that range from the more traditional hotels or motels to camping out in the back of the aircraft.
• Existing on a more modest salary.

The journey to becoming a bush pilot begins with obtaining a PPL (a private pilot’s license) and subsequently obtaining CPL (commercial pilot’s license). If as a bush pilot, you plan on ferrying passengers, an ATPL (air traffic pilot’s license) is required and this can take up to five years if it is taken on a part-time basis. The financial investment can range from $10,000.00 up to $50,000.00 depending upon how intensive the pilot’s attention is to the course as well as how cheaply an aircraft and an instructor can be retained. Passing the theoretical portion of the bush pilot training demands a significant amount of studying and writing of exams while passing the practical portion of the bush pilot training demands the ability to cope with abnormal conditions, such as removing ice from the control surfaces of the aircraft because it was frozen overnight. Flying in rural settings in Africa sometimes requires overcoming conditions generated by the indigenous wildlife, such as when the tires on the aircraft needed to be changed because the lions had chewed them up, or the pilot needed to make an extra pass to chase the elephants off the runway prior to landing.

Obviously, before a pilot can be paid for any type of flying, he or she must meet the FAA’s minimum requirements:

• Be at least 18 years of age
• Be able to read, write, and speak English
• Have at least a PPL or higher pilot’s license certificate from the FAA
• Have a minimum of 250 hours of flying experience
• Have your logbook endorsed by a CFI (certified flight instructor) to confirm the aforementioned ratings and experience
• Pass all practical and theoretical tests to earn a commercial pilot’s license. Most flight programs that offer commercial pilot’s training, offer a program for students to earn this type of certificate.

Once the commercial pilot’s license has been obtained, there are specialized flight schools that offer bush pilot training which typically includes training to fly aircraft that are equipped with floats, skis or tundra wheels since [even unregulated] airports, landing strips, roads, and other vestiges of civilization are virtually nonexistent in the bush. These flight schools provide training in abnormal conditions, including landing on lakes, gravel bars on riverbanks, and frozen lakes during the winter months. In Alaska, it is not uncommon to travel by snowmobiles during the winter due to a lack of roads and waterways that have frozen solid.

The choice of environment in which the bush pilot chooses to fly determines what type of aircraft and type of work he or she will be flying, as well as the demands of the required courses and flying lessons, which can range from a few hours to a week. On an average, a ski plane and a glacier landing training class will take five hours at a cost of approximately $1800.00, and will include two nights of lodging. In comparison, a sea-plane refresher course will cost approximately $180.00 per hour while a bush and mountain flying course will take five hours of ground school and five hours of flight time costing approximately $1400.00 with two nights of lodging. An advanced bush pilot training course can require up to five days, including five to seven hours of ground school plus five to seven hours of flight time that covers mountain flying, river landings, and high altitude lakes. Learning to fly under such extreme conditions challenges and sharpens a pilot’s skills to enable him or her to expertly function in the remote sections of Alaska, Canada, or in other off-airport conditions. He or she will learn to take off and land under conditions that conventional pilots consider to be impossible or extremely dangerous, as well as learn precision flying which develops the ability to take off and land in very confined spaces safely and confidently (Pieterse, 2008).

In 1932, extreme conditions in Alaska once again indicated that “ingenuity is the mother of invention” when Alaskan aviators invented “mud flying” during a medical emergency. Bush pilot Jerry Jones was able to land on a glacier with skis but a lack of snow would not permit him to take off again. The local fire department lent its assistance by flooding the dirt runway at the airport with its fire hoses which transformed it into mud thereby allowing the pilot to take off. A similar situation played out in Valdez, South America in 1933 when bush pilot Bob Reeve aided in opening up access to the mining of the mineral riches in a nearby area which required landing when the snow was absent to locate the quartz deposits. Approximately two miles from Valdez, he located a tide-water area that at low tide offered a flat surface composed of fine clay silt and wet goose grass where he could land his Fairchild 51 on skis. By keeping the skis on year-round which facilitated the mudflat innovative landing, Reeve was able to encourage the Valdez boom even further. Reeve continued to fly on the mudflats in Valdez until World War II when he supported the military in Northway and the Aleutian Islands (Mondor, 2015).

Get Started With Your Flight Training Today

You can get started today by filling out our online application. If you would like more information, you can call us at (844) 435-9338, or click here to start a live chat with us.

Sources and References:

Mondor, C. (2015). “When Alaska Aviators Invented Mud Flying.” Retrieved on February 6, 2016

Pieterse, C. (2008). “How to Become a Bush Pilot.” Retrieved on February 6, 2016