Airborne Instructional Technique

CFS PILOT HANDLING UNCONTROLLED IF PRINTED
NOTES SECTION 2 PART 1

CHAPTER 1
CHAPTER 1
AIRBORNE INSTRUCTIONAL TECHNIQUE (AIT)

FLYING INSTRUCTION
The instructional process
1.1 Flying instruction can be considered as an interpersonal skill, the aim of which is for the QFI
to change the knowledge, skills or attitudes of the student. It can be assumed that the student could
possibly learn all the required knowledge, skills and attitudes without intervention by trial and error;
Orville and Wilbur did just that. However learning this way would be lengthy and not without risk.
Therefore the role of the flying Instructor is to achieve a change in behaviour as safely and efficiently
as possible.
1.2 A QFI that is highly proficient will usually refer to their work as an art. As with any art form the
basis is usually founded in science. The flying instruction you will learn on Flying Instructors Course
(FIC) will form the technical foundation on which you will develop your own art form well beyond
graduation.
1.3 The ways in which we can instruct are endless. The ADF could legislate only one method
right down to the words to be used. This would be good for standardisation but reduce the flexibility
to tailor instruction to the individual needs of the student. Conversely an open approach would see
minimal standardisation and less competent QFIs compromising student learning potential. The flying
instructional process used throughout the ADF is based around the demonstrate-direct-monitor
(DDM) model. This model and its associated tools allow for structure with a significant degree of
freedom.
The flying instructor
1.4 Instructor qualities. The task of functioning as an effective flying instructor requires more
than the basic process of teaching a student how to fly. In general terms we can define traits and
qualities that would be conducive or counterproductive to good instruction. The instructor who wishes
to achieve the best results should aspire to the following qualities:
a. Subject matter expert. As a pilot they will operate the aircraft in a professional and
confident manner. This will be achieved through application of correct techniques and a
thorough knowledge of orders and instructions, aircraft limits and their own personal limits.
b. Teacher. The teacher will determine the best method of presenting the information to be
learnt, adjusting it to suit the temperament and ability of the student involved.
c. Psychologist. The psychologist will be constantly aware of the student’s emotional

situation, varying the presentation or criticism accordingly. He or she will have empathy,
and be able to anticipate a student’s reactions therefore preventing situations that may
disturb the student and reduce the student’s ability to learn.
d. Counsellor. The counsellor will act to counsel the student who may be ill at ease due
being placed in an entirely unfamiliar environment.
1.5 What is not always obvious are the personality traits that may over ride the best intentions of
a the QFI. See if you can identify any Instructor personalities you have experienced in the past:
a. The screamer. Always out of control.
b. The chipper. Constantly critiquing the student.
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c. The sphinx. No feedback.
d. The rider. Ghosting the controls or briefly taking control of the aircraft unannounced to
“help student out”.
e. The slapper. Prone to acts of violence in the cockpit.
f. The singer or whistler. So relaxed that it is annoying.
g. The giggler. Snickers at mistakes.
h. The S.A. sponge. Sucks out what little SA a student has. Asks questions like, “are you
sure?” or, “so Bloggs where do you think we really are?”
1.6 As a QFI you need to be aware of your shortcomings and compensate accordingly. Remember
the only reason you are going flying is to benefit the student. Instruction is not a place for egos.
1.7 Building rapport. Effective communication is an important part of successful instruction.

Maintaining an empathy with the student will allow you to tailor your instruction and communication in
the best manner to benefit the student. Maintaining empathy with the student requires the QFI to be
cognisant of the position the student is in. This ranges from an understanding of their current
knowledge level to understanding that they may be apprehensive about the sequence to be flown or
even intimidated by being briefed by a military flying instructor.
1.8 The real or imagined pressures students place on themselves are many and varied and must be
taken into account. For example, early in the course a student may get anxious about seemingly
unimportant details. No matter how insignificant these details may seem to an experienced operator
they need to be thoroughly resolved to avoid confusion during the sortie. A good way to help you to
view the course from the student’s perspective is to remember back to your own experiences on pilots
course, and maybe even review your own sortie writeups and debrief notes.
1.9 Preparation. A good instructional sortie starts with solid QFI preparation. You must know your
subject and know your student. In your first months as a new QFI you will be exposed to many
aspects of the pilots’ course curriculum which will require quite a bit of preparation prior to each sortie.
It is important to be aware of what the student has covered in the curriculum up to this point and what
the training outcomes of this sortie will be. When considering technique, it is essential that you are
thoroughly conversant with the SATG and procedures covered in the mass brief as this is what the
student will have used to prepare for the sortie.
1.10 Standardisation is a critical element of the training system and is achieved by all QFIs knowing
and employing the standardised techniques, whether you agree with them or not. Prior to the sortie
you must review the entire profile and be aware of all orders and background information that may be
pertinent to that sortie (eg Flying Order Book, Flight Manual, Standing Instructions etc).
1.11 Having reviewed the sequences and relevant background information for the sortie you must
now concentrate on how you are going to teach the student these sequences. Time allocation,
training aid usage, key words etc. will require a great deal of practice to develop and maintain
proficiency. Finally, you must review the sequences that you will be demonstrating airborne and
prepare yourself on the ‘stick and rudder’ requirements of each manoeuvre. Rehearse the sequence
by visualisation whilst practising use of the key words.
The student
1.12 What Bloggs knows (WBK). Before commencing any instructional exercise it is essential that
we know our starting point. For example, teaching a loop to an ab-initio student is considerably
different from teaching it to a qualified but not converted pilot. The level of knowledge of the student
will determine how we will present the information. The ability to assume knowledge and move from
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the known to the unknown is based on a thorough understanding of WBK. The baseline for WBK can
be obtained from the curriculum, however complications can occur in individual student performance.
1.13 Performance history. In addition to maintaining an understanding of and empathy with the
student, a QFI must have a detailed knowledge of the student's past and current performance on
course. This knowledge is obtained primarily through a sortie writeup review. Discussing the
student with other QFIs will assist you in developing a feel for their personalities, as well as other
character traits and idiosyncrasies that may not be documented in the sortie writeups. Armed with
this knowledge, a QFI can tailor the brief and sortie profile to best suit the particular student.
1.14 Additionally it is important that you check the daily flying program and note the student’s
schedule for that day. Especially note if there is a short turnaround between events. If there is an
unrealistically short turnaround time then this should be raised with the programmer or Flight
Commander.
PRE-FLIGHT BRIEFINGS
Introduction
1.15 The student should come to the pre-flight briefing knowing all they need to know for that sortie.
Therefore our role is to check and clarify prior to commencing the actual flight, and is primarily done
through asking questions. These questions should not be focused on merely number recall but on
reasoning and application. If you structure your pre-flight briefs this way the student will soon learn
preparation for sorties consists of more than just reading the SATG and attending the mass brief.
1.16 The pre-flight briefing should be concise. The interaction should be two way with the student
contributing to the process through Instructor elicitation. At the end of the brief the student should be
aware of what is to be done, when it is to be done and most importantly how it is to be done. Where
possible anticipations, timings, visual cues, control inputs, work cycles, control techniques would have
been examined as much as possible prior to flying the actual sequence.
1.17 Teach to the new material not the old. Do not waste time filling in the gaps with information the
student already knows. Use WBK and move from the known to the unknown. When deciding
whether to brief a specific point it may be helpful to consider the following:
a. was the mass brief coverage adequate?;
b. is it simple enough to assume without review?;
c. will there be sufficient time airborne to cover it satisfactorily without unnecessarily using
flying time to talk without an associated demonstration?;
d. has it been detailed or learnt before in previous sequences, or may it be more realistically
covered at a later date after the student has learnt the basics from the sequence under
consideration?;
e. does it have practical application to the intended sequence?; and
f. it may need to be done on the ground because it can’t be done airborne. Specific details
such as pointing out the location of instruments, how to move trim buttons etc. This is
applicable to tandem seat instruction because it is not possible to point to such things when
airborne.
Training aids
1.18 A picture is worth a thousand words, thus the effective use of training aids will greatly improve
the student’s ability to grasp the concept that you are trying to explain. Ensure that you have
appropriate training aids set up prior to commencing the brief and ensure you practice how and when
you are going to use each of these aids.
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1.19 The white board. To be used effectively as a briefing aid, the board brief should be drawn
neatly, with uncluttered words and diagrams. If there is too little information on the board you will
spend too much time with your back to the student whilst writing. If there is too much information the
student may read ahead and get distracted from what you are saying. The usual method is to set the
board out under the headings of AIM, AIRMANSHIP and CONSIDERATIONS. The AIREX is included
at the end of the brief to outline the sortie profile.
1.20 When preparing the board brief the following factors should be taken into consideration:
a. Writing techniques. Writing in bold capitals is recommended as it is easier to read from

a distance and reduces the tendency towards cluttering and excessive information
presentation. Writing on top of a straight edge will help keep the writing horizontal. A length
of magnetic strip is effective for this purpose on whiteboards.
b. Colour. Different colours allow emphasis to be given in different areas, and for coding if
discussing similar ideas. Use of a single different colour for each of the headings and the
associated details is a commonly utilised standard, with red being the colour to highlight
airmanship. Do not go to extremes in colour usage. Subtle variations in colour may be
difficult to distinguish from a distance.
c. Lines. When underlining or drawing borders or divisions free hand, a wriggly line is
recommended. The fact that it may not be consistently vertical or horizontal is thereby
disguised. Bordering should be in an unobtrusive colour with the lines unjoined.
1.21 Aircraft models. Aircraft models should, where possible be orientated to the student so that
the student can see the manoeuvres from their perspective. If a particular point needs to be
emphasised the model should be kept in still and not moved until that point has been made.
1.22 Cockpit photograph. A cockpit photograph should be used to show the location of an item in
the cockpit and how to interpret or use that item. It can be invaluable in helping the student establish
correct work cycles. One of the most difficult aspects of learning to fly is knowing where to look and
when.
1.23 Cockpit template. The best cockpit template is one incorporating a cockpit photo to increase
the realism. The template is used to illustrate attitudes and show where the student should be
directing their attention, eg outside - attitude, inside - performance etc. Point to these locations as
your refer to them so the students eyes can follow your finger enabling them to understand the
sequence required.
1.24 Animation. Animation can be employed to show how to hold the controls, how to sit, control
movements etc. A golf club or tennis racket can be used to simulate a control column, and can
accurately replicate the size and rate of inputs required for a particular manoeuvre. With a little
practice these can also be used to replicate elevator and aileron forces. The instructor should be
orientated so that he is facing the same direction as the student, positioned preferably alongside of
him so he can view the instructor’s action. This technique has limited application. Holding objects
to simulate flying controls may be fine for visualisation and preparation by the student for
previously learnt sequences, but in the pre-flight brief the lack of realism may be counterproductive.
Use it carefully.
1.25 Briefing content. When preparing the content of the briefing, the instructor should study the
aim of the sortie in depth and keep it in mind throughout the briefing. The actual aim may be more
than that which is mentioned in the curriculum. For example, effects of controls involves more than
the merely observing and operating the primary flight controls. The training outcome is in fact to use
the knowledge of effects of controls to select, hold and trim an attitude.
1.26 The pre-flight brief should not contain any major revelations. It serves to focus the student on
the sortie content and on how the sortie will run. It also provides an opportunity for the QFI to check
the student’s level of preparation and to ensure the key ‘how to’ points are covered.
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1.27 Style, tone and level. It is important to be professional and motivated. This will rub off on the
student, and show that the QFI is personally interested in their progress and understanding.
Accordingly your tone of voice should be clear, confident and affable.
1.28 When delivering a pre-flight briefing the usual sequence of events is as follows:
a. Relax the student. Talk for a moment about matters not necessarily associated with the
trip, eg “how was your weekend?”; “did you enjoy your first flight yesterday?” etc. Another
method is to introduce the subject matter in a very general manner, eg “hi, Bloggs.
Yesterday you saw how we flew a circuit out in the area. Today we’re going to put that
practice into action by flying circuits here at the airfield”.
b. Introduction. Use the aim to fully introduce the sequence involved. Spend time if
necessary to ensure the student understands the purpose of the sortie and what skills are
expected of him by the end of the sortie. The aim should reflect the training outcomes of the
sortie. Give the aim meaning in the overall context of becoming a military pilot, eg "why do
we need to know how to fly manoeuvre on the buffet?"
c. Airmanship. Relate airmanship points directly to the sequence to be covered.
d. Considerations. Points covered under this heading should be those that will not be
covered directly in the main body of the briefing. Therefore this section should be limited to
pertinent points only.
e. Air exercise. The airex should detail the profile and duration of the sortie and allocate
responsibilities in regard to who will be flying what and when.
1.29 Key words (KW). The human brain uses significant amounts of capacity in order to process
verbal speech. When time is not critical or when mental capacity is not being taxed, verbal
communication is very effective at conveying meaning and concepts. As time becomes more critical
and demands on capacity increase, verbal conversation can overload what little capacity was
remaining. This may mean that talking to a student when flying will sufficiently overload the student to
the point where they are incapable of performing the task asked of them. This necessitates the use of
KWs.
1.30 During the pre-flight brief, time is not critical nor is the student overly taxed, therefore this is the
opportunity to establish KWs for the subsequent airborne exercise. Establishment of KWs in the pre-
flight brief allows for meaning and context to be associated to a word which in isolation may be
ambiguous. For example “attitude” could mean many things such as; hold it, raise it, set something
new, wing tip picture, A.I. etc. The purpose of establishing KWs in the pre-flight brief is to ensure that
within a particular context there is only one meaning.
1.31 Known to the unknown. Always endeavour to take the student from a known skill set and
extrapolate to the new required skill set. This will provide the student with the confidence that this
new task is just an extension of something that they have already experienced or can already do. We
can refer to known experiences. For example the onset of light buffet can be likened to driving a car
from a bitumen road onto a gravel road. We can refer to previously demonstrated skills by the
student. For example, “you have already flown most of the required techniques for the circuit in the
upper air, now all we have to do is relate them to an actual runway”. This approach will allow the
instructor to focus on teaching the new material by.
1.32 Teach how. After reading the SATG and attending the mass brief the student will know what is
to be done. It is your job in the pre-flight brief to ensure that the student understands how to they are
going to do it. Your understanding of how to fly the sequence will come from your own experience of
flying it. Where you look, what you look for and how you react are key elements of how you fly.
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FUNDAMENTALS OF AIRBORNE INSTRUCTION
Introduction
1.33 As previously stated the basic airborne instructional model used by the ADF is based on
demonstrate, direct and monitor. To correctly use this model an understanding of the process
andtools available is required. This section details the common usage and application of instructional
tools.
Demonstrate (Do)
1.34 A Do is used to explain by way of a physical example. The way in which this is achieved
however is somewhat more involved. To carry out a demonstration efficiently and effectively we have
some tools to assist us.
1.35 Subdivision. For instructional purposes subdivision is a process of breaking down complex
tasks into simple building blocks and them reassembling them. If we consider WBK prior to teaching
an exercise we will soon realise that there will be some sequences that can be taught in one go and
others that will need to be subdivided. The degree to which these sequences will need to be
subdivided will depend on the ability of the student to cope with the complexity demanded. Each
subdivision block should convey a clear message whilst still presenting a suitable challenge.
Appropriate subdivision presents a challenge worthy of the student's skills. The ability to meet these
challenges will instil confidence and motivate the student. Too much subdivision can be inefficient
and result in the student losing attention to the obvious intent and undemanding nature of the
subdivision block.
1.36 Direction of attention (DoA). DoA is used to highlight the key enabling requirements of the
exercise. We can use DoA to achieve a variety of outcomes. Some examples are to get the student
to look in a certain place, notice a specific attitude or rate of change of attitude, highlight timing of
events or show movement of controls. The important aspect to DoA is that it is very specific.
Generalisations such as “I want you to note the way I do it”, or “see what happens when I do this”
achieve little in focusing the students attention. Of equal importance is to ensure that you do not
overload the student by asking for too many points to note. Accordingly it is recommended that a
maximum of three DoA points are used when demonstrating a sequence.
1.37 Selecting DoA points is best achieved by asking yourself; how do you fly this exercise, where do
you look, what are you looking for and how do you react? When using DoA check the students head
and if possible the eyes to ensure that he or she is actually looking to where you are directing.
1.38 Follow me through (FMT). FMT is a physical form of DoA. It is used by the instructor to get
the student to place their hands and feet on the controls in order to enable the student to experience
the control inputs necessary to achieve the required outcome. You should not fall into the habit of
automatically stating FMT before every Do. FMT is used to point out a specific displacement, rate or
timing of a control input or inputs. Unnecessary use of FMT will reduce the student’s ability to
concentrate on other matters being presented.
1.39 The meaning of ‘follow me through’ should be confirmed with the student before the very first
flight, as should the meaning of ‘relax’. Make sure that when pre-briefing a FMT that the student does
not get onto the controls at that time. FMT is executed by the QFI stating ‘Follow me through’. The
student need not respond with “following through”. “Relax” is used as the executive to indicate that the
student should now remove their hands and feet from the controls.
1.40 Usually there are four elements to FMT: pre-brief, FMT, relax, debrief. In a practical Do, failure to
pre-brief the student on what you want them to notice about the control inputs may lead to them missing
the intent of the exercise. In a Proof-of-Concept demonstration, the pre-brief of the FMT may not be
required. Failure to get the student on the controls at all has obvious implications. Failure to get the
student off the controls may lead to confusion about whom is flying. Failure to check student perception
will leave both you and the student unaware if the appropriate response was noticed.
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1.41 Because it may be difficult or even impossible for the student to move their hands and feet onto
the controls once g has been applied, a FMT can also be used as a precursor to handing over control
to the student. In this case the FMT is initiated prior to the onset of high g and the handover/takeover
occurs during manoeuvre.
1.42 Types of demonstrations. There are three general types of demonstrations; practical, proof of
concept and ‘min/no quack’:
a. A practical Do is usually used to teach something we want the student to be able to do.
b. A proof of concept Do i s n o r m a l l y u s e d t o validate theory or the SATG,

however the PoC model can be also be used effectively to demonstrate a sequence that the
student will be expected to fly.
c. A ‘min/no quack’ Do is used as a no pressure introduction.

1.43 The practical Do by its nature tends to be time constrained and therefore requires a thorough
pre-brief, use of key words and thorough debrief. The implication here is that there is insufficient time
to talk throughout the Do itself. An example of a practical Do is a stall and recovery.
1.44 The proof-of- concept Do tends to be less time constrained and most of the information is
elicited during the Do. Accordingly the pre-brief may be quite simple and there may be no debrief at
all. The requirement for key words may be substantially less and a more conversational approach
can be employed. An example of a proof of concept Do is the symptoms of a stall.
1.45 The ‘min/no quack’ Do is used to introduce a sequence with minimal or no verbalisation. The
purpose of this can be to allow the student to experience the exercise without having to worry about
how to fly it. This can be important for highly dynamic or complex tasks. A ‘no quack’ Do sets the
scene and hopefully relaxes the student if apprehension is a factor (first stall, loop etc). It also allows
the instructor to assess conditions and calibrate their flying (first circuit, PFL etc). A pre-brief is used to
allocate responsibility and to emphasise any essential points, eg ‘I am going to fly a loop, I want you
to use your AGSM, questions?’ Workcycles should not be verbalised in a ‘no quack’ Do. A ‘min quack’
Do is similar to a ‘no quack’ Do, however judicious use of DoA and Elicit may unload future
sequences. Eg., during the instructor’s first circuit, DoA/Eli of downwind spacing and final aspect may
be useful.
1.46 A ‘no quack’ Do is not always advisable. For example, spinning can lead to airsickness by
virtue of the extra spin encountered, as well as it being time consuming. Additionally it may be of little
value to an advanced student or one who has experienced a similar type of sequence in earlier flights.
1.47 Pre-brief (Pb). The Pb is used to allocate responsibilities and to highlight DoA points. We
should not be introducing any new concepts, so there should be no requirement for prolonged
discussion. An effective Pb is succinct. The basic structure is as follows:
Instructor responsibility;
Student responsibility;
DOA points;
(FMT points);
Questions? (allocate responsibilities)
1.48 An example of a Pb prior to a Do:
I am going show you the climb entry.
I want you to note the rate of attitude change.
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Follow me through to note the rate of power application, and size o f rudder.
Questions?
1.49 Key words (KW). Effective use of key words within a Do is dependent upon timing. The key
words should come just before a control input is required. The intent is to establish a pattern that
the student will respond to in the direction phase.
1.50 De-brief (Db). The Db of a Do should directly address the DoA points from the Pb. FMT, if
used, is generally debriefed first. There is no need to run through an airborne mass brief; let the
Do speak for itself. For example; “How much rudder did I use?....How quickly did I increase the
power?....Describe the rate of attitude change.”
Direct (Dt)
1.51 Direction. Direction involves the QFI using verbal commands to initiate student actions. It may
involve the complete direction of an entire sequence immediately following a Do or it may be a gentle
reminder during the monitor phase to prevent the repetition of a mistake. It is easy to fall into the trap
of talking about everything that the student is doing or is about to do. To avoid this, focus on only
using previously established KWs and only direct those elements of the event that are new to the
student.
1.52 Pre-brief. The PB for a direction primarily consists of allocation of responsibilities. The structure
for a PB of a direction is as follows:
Student responsibility,
Instructor responsibility,
DOA points,
Questions?
The DoA points, if any, for a direction could be those that the student may not be able to notice on
the Do, for example the control force required to achieve a displacement.
1.53 An example of a Pb prior to a Dt may be:
I’m going to talk you through the power off stall recovery.
I want you to concentrate on moving the control column centrally forward.
Questions?
1.54 The requirement for a student to concentrate on a particular aspect as mentioned above is
because that aspect cannot be controlled by the QFI’s use of KWs. Using the example above, by the
time the QFI notices that the student has inputted aileron during the stall recovery and tries to alert
the student (eg “no aileron!”), the recovery is all but over. The student should be given minimal points
to concentrate on during the Pb of a Dt.
1.55 Key words. The timing of KWs is critical during the Dt phase. You must allow for student
reaction time and ensure that your KWs are keeping up with the aircraft and the student. The timing
of KWs when directing a loop or standard stall recovery is much more critical compared to the timing
of delivery of KWs when directing a medium turn entry.
1.56 During a Dt you may feel compelled to introduce additional KWs in order to get the exercise
back on track. To do so usually requires more than one word. Planned KWs have had meaning and
context associated with them during the pre-flight briefing. Unplanned KWs may cause confusion.
For example, ”power” on short finals may cause the student to increase or decrease power. It may
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also break the student’s thought processes and cause them to forget to flare the aircraft. A good
‘corrective KW’ is unambiguous, requires little thought by the student and results in the correct action,
eg ‘power up’. Only if a dangerous situation starts to develop or if significant training value is
going to be lost would you consider taking over during a Dt.
1.57 Ghosting. Ghosting is defined as following the student on the controls and making inputs.
Never ghost the controls. You may feel that you can save a sequence by coming on to the controls
for a couple of seconds whilst the students is flying, however invariably the student will become
confused as to who is actually flying the aircraft. If necessary take over early, discuss the problem
and direct them through the sequence again. The only time you should take over without
completing a formal handover/takeover is to avert a safety violation.
1.58 Debrief (Db). When considering the students first attempt at sequence under direction you must
have realistic expectations. You will also need to consider whether your direction affected the
outcome. Essentially the outcome of a Dt may be more your doing than that of the student.
Accordingly it may be inappropriate to criticise the student for a poor outcome following Dt. If there
were several faults, only the main one or two should be addressed and the student progressed to
the monitor. Keep the Db succinct, there is no need to debrief each DoA point if they were performed
well.
Monitor (Mo)
1.59 Monitor. The monitoring phase is where the QFI checks if the student has actually grasped
the concept of what was being taught. The student will usually never fly a perfect sequence during
the Mo phase, and you must allow them to make mistakes without reverting to direction
immediately. Quite often the best way for a student to learn is to make a mistake. This means saying
and doing nothing unless a dangerous situation starts to develop, or if significant training value is
going to be lost.
1.60 An example of a PB prior to a Mo may be:
I want you to fly a loop.

Questions?
The QFI can add an item for the student to remember if it is considered beneficial by the QFI.
1.61 If significant training value is going to be lost, your options are to use limited direction or take
over. A judicious KW or two may save a sequence. Once those KWs have been spoken you need to
again remain quiet and let the student fly the rest of the sequence. It is very easy to continue talking
once you have started. Over-direction is one of the most common errors of the QFI. The student’s
perception and reaction time are developing, and you will impede this development if you never let the
student fly the aircraft through a sequence unaided. Limited direction is discussed in more detail later
in this section.
1.62 As well as monitoring aircraft performance, monitoring the student's head movements and
control inputs will enable you to determine if correct techniques and procedures are being used.
Additionally, monitoring the student’s voice inflections, silence and breathing will allow you to
determine when the student is coping with the sequence or is becoming overtasked.
1.63 Debrief. Give praise when it is due but don’t condescend or overdo it. Conversely, avoid overly
negative criticism or you may lose the student’s confidence for the remainder of the sortie. Address
the issues more firmly in the sortie debrief if required.
General
1.64 Clarity of message. The QFI should remember that he or she is presenting concepts in an
environment that is foreign to the student. A student will often experience problems just
grasping the concept of the sequence, never mind the refined details. Therefore the QFI must avoid
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introducing excessive detail before the basic facts are presented and understood. This requires that
demonstrations should be short and to the point.
1.65 Elicitation. When questioning the student it is important to ask open questions. The open
question asks for perception, reasoning or understanding. Examples of open questioning are; “how
much aileron did I input?”, and “what was the size of the attitude change?”. The closed question
presents a 50/50 opportunity for the student to get it right and leaves the QFI still unsure as to the
level of understanding of the student. Examples of closed questioning are; “are you happy with
that?”, and “did you see that?”
1.66 Questioning develops and aligns the student’s thought processes to those required for the
exercise. The inference is that the QFI asks a question because it is important for the understanding
and successful completion of the exercise. As with all instruction, choose your words carefully. A
poorly worded question may lead to confusion and distract from the intended teaching point.
1.67 Improvisation. A demonstration will occasionally not proceed exactly as planned. Small
variations will invariably occur due to factors such as turbulence, pilot accuracy etc. If the QFI patters
the presentation by rote, or presents the facts assuming that the evidence will occur rather than
ensuring that it does, they may be unsuccessful. Success is achieved by improvisation, that is pattering
to the flying situation as it happens rather than vice-versa. This does not negate the requirements of
anticipating events and planning accordingly. Rather, it requires the QFI to be constantly aware of the
aircraft’s flying situation and to be one step ahead of it.
1.68 Flying accuracy and errors. A demonstration should be presented as accurately as possible.
However, the QFI can take advantage of their own errors should they occur in order to demonstrate
how best to correct them. Common sense applies to the magnitude of what is an acceptable error
and correction and what requires a complete redemonstration. Errors should be acknowledged not
only for their value in the student learning process but also for the psychological factor. If you fly a
demonstration that is not acceptable, say so and why, and then re-fly it. The student will more readily
relate to a QFI who is human rather than one who is either unprofessional or deceitful.
1.69 What and how. Instructing consists of demonstrating what we wish to achieve and how we can
achieve it. Frequently the ‘what’ is presented without the ‘how’. A sequence has not been fully
demonstrated until the means of achieving the result has been detailed.
1.70 Use of student’s instruments. To ensure the student is able to see the correct performance
indications on their instruments, a QFI must perform demonstrations by reference to the student’s
instruments. For tandem aircraft develop the habit of asking a student for the indications on his or her
instruments before the Do. The QFI should then compensate to ensure that the student sees the
correct information. For side-by-side seating aircraft, refer to the student’s instruments.
1.71 Speech. Speech should be clear and deliberate. Be conscious of this requirement, especially
during demonstrations. Take care not to mumble or talk in a monotonous voice. Keep the voice
pitched up and ensure that the student is able to understand both words and intent. A confident and
professional tone will influence the student into being likewise.
1.72 Radio interruptions. Airborne instruction may frequently be interrupted by radio transmissions.
If the aircraft is fitted with a mute function the QFI should learn to become adept at listening to the first
few words of the transmission, determining if it involves their operations and if not mute out the rest of
the transmission. The mute button must then be released a short time later.
1.73 Radio interruptions are an unwelcome feature of circuit. Injudicious use of the mute button in
the circuit can present problems as it may delete transmissions that require immediate action, or
result in a loss of situational awareness. Knowing when to use mute is an important skill that needs to
be developed quickly for effective instruction.
1.74 For aircraft not equipped with a mute function, the volume should be reduced to a level that will
allow the QFI to recognise their own call sign, but not cause difficulty in the student understanding the
QFI. Remember to brief the student to do this as well, as their volume control may be independent of
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the QFI’s. The QFI should never compete equally for the student’s attention. If all else fails stop
instructing and wait for the radio chatter to stop before recommencing instruction.
1.75 Purpose of a sequence. Most aspects of the pilots course curriculum have direct application to
operational requirements. Some of these applications are self explanatory; for example the ability to
select, hold and trim an attitude. Others exist with a purpose that is often obscure especially to a
student, for example recognition of and recovery from a spin. Unless the intention of the exercise is
communicated to the student they will fly it as an exercise only. The ability to associate an exercise
with a skill or technique that is required operationally will allow the student to their training as a
learning exercise rather than a box ticking exercise.
1.76 Instructor follow through. The QFI’s ability to direct and monitor may be enhanced if they follow
through on the controls while the student is flying. This allows the monitoring of more parameters than
just visual parameters. Watching the attitude whilst following through will result in a more complete
understanding of the student’s perception and reaction. However the QFI should take care not to impart
any force or inputs to the controls. To this end, the QFI should follow through very lightly on the control
column and PCL or throttle. When flying side-by-side seating aircraft, avoid holding your hands near
the engine controls and control column. This is very noticeable by a student, and therefore potentially
distracting. As the rudder control is not as sensitive as that of the others, following through lightly on the
rudders is acceptable.
1.77 Do not get in the habit of following through for every direct and monitor. There are only limited
sequences where this technique may be of benefit. Ghosting of the controls is unacceptable and
creates confusion and loss of confidence by the student. If you doubt the student’s ability, take over.
1.78 Limited direction. Normally a pre-briefed Dt will only occur once following the Do. This may
be repeated where the student displays poor ability at completing the originally directed manoeuvre
(consider if your poor Do was to blame). Subsequent attempts by the student at the manoeuvre will
fall into the Mo phase. However the QFI may choose to utilise limited direction while monitoring if
consistent errors are noted. This may occur days, weeks or months after the sequence had initially
been taught. Limited direction may also be employed to correct errors that if uncorrected, may result
in the eventual degradation of the manoeuvre. It is generally preferable to direct a student out of this
situation rather than wait until it is necessary for the QFI to take-over.
1.79 For minor errors it may be more beneficial to allow the manoeuvre to continue and subsequently
try to elicit from the student what errors, if any, the student had noticed. This technique assesses the
student's perception and avoids distracting or pre-empting the student in a critical phase of flight. It
must be assumed that for limited direction more words will be required than for a fully briefed and
established presentation. Just stating a word in isolation may have the student responding in the
opposite sense to that required. An unestablished limited Dt will have to relay enough meaning to
have context within the exercise being flown.
1.80 Teaching cognitive skills. The majority of the early part of pilots’ course involves teaching
psychomotor skills, establishing the hand-eye coordination and fine motor skills required to physically
fly an aircraft. A QFI must also be capable of developing a student’s cognitive skills; that is the ability
to perceive a situation and then apply a logical sequence of events (mental skills to arrive at the
required solution or action). Such cognitive skills could be termed airmanship or captaincy.
1.81 Sequences that require significant cognitive processing with limited psychomotor skills include
navigation and instrument approaches. Teaching cognitive skills involves enabling the student to
determine the next course of action (ie reasoning) by judicious questioning. Such questions should
not be completely cryptic in an effort to ensure the student gains maximum benefit from having to
deduce the complete answer. Nonetheless, they should not be so full of clues that little mental effort
is required by the student to deduce the solution. A means of overcoming this problem is to start with
a reasonably vague question, then add clues if the student is unable to provide the answer. An
example of such cognitive skill directing in navigation could be, “what is our next event”’. An incorrect
answer may be followed successively by “yes, we do have to do that but what time is it now and what
time is our next pinpoint due?”, “do we have anything else to do before the pinpoint?”, etc.
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1.82 Teaching cognitive skills is somewhat time consuming by its very nature. As a result the QFI
must initiate such questioning some time before the event to which the question refers. If the required
answer has not been solicited from the student by the starting time of the event, then the QFI should
switch to command directing for that event. The QFI must also take care not to question the student
during or immediately prior to a high workload situation where the student’s attention will be diverted
from the action in hand. This could cause deterioration in the present situation plus an inability to
cope with the questions being asked.
1.83 Handover/takeover (HO/TO). HO/TO is the transfer of the control of the aircraft from one pilot
to the other during flight. It must be well regimented as any laxity in its application can lead to an
extremely dangerous situation developing in which neither pilot is in control of the aircraft. The QFI
must fully detail the HO/TO drill during the student’s first pre-flight brief.
1.84 Student flying, instructor talking. In general if the student is flying, the QFI should only be
talking to him as part of a Dt. For any other discussion with the student, such as a Db, the QFI should
take over control of the aircraft. This allows the student to concentrate on the QFI’s comments. With
more experienced students and qualified pilots the requirement to take-over is not as critical.
1.85 Airborne error analysis and correction. When considering error analysis the QFI should
remember that the Mo is not a test, but a means of ensuring that the necessary knowledge and
techniques have been imparted to the student. The QFI should look for and then address the root
cause of the problem, not necessarily the error itself. Between sequences the QFI will have limited time
to address student errors. To isolate the major one or two errors, consider what errors if remedied will
give the student the best opportunity to successfully complete another attempt. Although there is
limited time, avoid rushing in and starting to Db before you have thought about the problem fully. If the
student demonstrates a lack of ability then first consider your approach. Redemonstration, further
subdivision or using a different approach may be necessary.
1.86 Criticism. Criticism must be constructive rather than negative. This requires the QFI to detail
errors and methods of correction rather than merely criticising the student. Exclusively negative
criticism demonstrates lack of instructional ability and provides no benefit to the student. Constructive
criticism delivered with empathy and understanding, no matter how vexing the situation, will enhance
the student’s ability to learn.
1.87 However despite the best intentions a student may interpret an honest assessment as negative
criticism. How you interact with the student when airborne and during the post fight Db is critical.
The airborne environment allows little time for pleasantries, with negative points often outweighing the
positive. The student must be told what they are doing wrong, but they should also understand that
the QFI is trying to help.
Student psychology
1.88 Most students will at some time during their training fall into one or more of the following
behaviour patterns:
a. Over-confidence. An over-confident student often displays a degree of confidence that

is not borne out of their ability. The QFI should always insist on high standards of accuracy
and airmanship, criticising all imperfections in a firm but fair manner so that the student is
constantly aware of any shortcomings. A more difficult case occasionally arises in which a
feeling of inferiority or insecurity is cloaked in an attitude of aggressiveness. The student
may betray themselves by nervous gestures or mannerisms when off their guard. This
complex requires careful handling, since repressing the apparent over-confidence may only
aggravate the cause.
b. Under-confidence. The nervous, diffident student needs encouragement. They tend to

be extremely self-critical and become discouraged if not assured that their progress is
normal. They should be praised freely when doing well, and their mistakes should be
explained carefully without undue reflection on their ability. Care must be taken when
airborne to avoid any signs of apprehension while they are in control of the aircraft.
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c. Forgetfulness. Most students forget a great deal of what they are taught and facts must
be instilled by constant revision. Ordinary carelessness, neglect of normal disciplinary
measures and instances of genuinely poor memory are frequently encountered. Forgetful
students should be made to take a very active part during dual instruction and should be
called upon to recount on the ground what they have been taught in the air. Faulty checks
should be corrected and the student made to repeat the correct drill in its entirety.
Periodical and incidental checks should be verbalised by the student. Neglectful flying cannot
be tolerated, and the student should be warned that the continuation of their training depends
on improvement in this respect.
d. Inconsistency. The process of learning is an irregular one, and many QFIs are
discouraged when they find their student’s rate of progress decreases. This is because the
student’s mind can become saturated with new ideas and the student's receptiveness often
deteriorates until the fresh information has been consolidated in their memory. Flying
training takes place in an entirely new medium, and it is not uncommon for a student to
make a slow start only to progress more rapidly at a later stage when they feel more at
home. Therefore it is unwise to unduly worry if the student’s rate of progress appears to
stagnate for a short period. When this occurs it is best to revise the earlier lessons until the
student has recovered their pace. A lengthy lapse however, is usually due to some more
profound difficulty and requires close investigation.
1.89 Enthusiasm. If a student becomes unusually apathetic, inattentive or erratic, it can be due to a
number of reasons. It may of course, be mere backsliding but it would be wrong to assume this
without having investigated the cause. It is always possible that the student may be distracted by a
personal problem that the QFI should attempt to reveal as tactfully as possible, then do what they can
to help. Simply having someone in whom to confide can often reduce the worry. The four most
common reasons for loss of enthusiasm are private worries, service worries, loss of motivation, or
personal antipathy between student and Instructor:
a. Private worries. Domestic or financial problems can be very distracting and the student
is usually reluctant to discuss them, particularly if they are emotionally fragile. Before
attempting to broach any such subject with the student it is best to make enquires among
their close friends or other unit staff.
b. Service problems. Loss of interest may be due to dissatisfaction with some service
matter that may not be directly related to flying. An injustice, real or imagined, can be a
source of distraction to the student. The QFI can often explain a misunderstanding or assist
in redress of a grievance before it assumes an exaggerated importance.
c. Loss of Motivation. A student who has been quite keen may lose motivation for flying
because of adverse comments about the aircraft they are flying or another type which they
are likely to fly in the future. They may on the other hand, have been upset by an accident
to themself or another student. They will seldom admit a loss of confidence but often betray
it by expressing a dislike for the aircraft or some aspect of flying, or by general loss of
interest. Such students need careful treatment and must be reassured by all possible
means. The condition is usually a passing phase but it sometimes happens that the student
has suddenly realised that they are not suited for serious flying. In this case the necessary
action will be taken by the supervisory staff.
d. Instructor/student relationship. A good instructor/student relationship is essential. If

an incompatibility between the two occurs a change of QFI should be arranged, otherwise
the student's progress may be adversely affected. This should not reflect poorly upon the
student or the QFI. Only if the student appears to be incompatible with more than one QFI
should the matter be examined more closely.
DEBRIEFING AND REPORTS
1.90 The post-flight debrief. Do not make the debrief a running commentary of the sortie from start
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to finish. The sortie debrief provides closure for the training outcomes of that particular sortie. It is
important to debrief as soon as possible after the sortie so that the images seen by the student
airborne are still fresh. D e b r i e f i n g w h e n walking in may be appropriate in some
circumstances such as a good sortie with minimal learning points; in other cases there
are too many distractions for the student to focus adequately. The debrief is an extension of
the error analysis already performed airborne, the outcome of which is to leave the student in no
doubt as to how they can improve their performance. Ensure that your debrief details not just the
errors created, but also the reason for those errors and how to correct them.
1.91 If possible the debrief should begin with good points and follow the sandwich model; that is start
with some good points, then the bad bits and end on a positive note. Prior to commencing the debrief
the QFI may ask the student for their impression of the flight. As the students progress through each
phase they become more aware of the flying environment and their own performance. The ability to
self-analyse will enhance the productivity of the student’s solo flights and may provide the QFI with
answers or solutions that would not otherwise be discovered, eg. what was the student thinking or
where were they looking. Be careful to not let the student waste time on the irrelevant or indulge in
self-flagellation.
1.92 As debriefing time is limited much of the debrief must be devoted to error correction, and hence
the student may gain a pessimistic impression of their performance with a corresponding effect on
their self-confidence. Give praise to the student when it is due, avoid sarcastic criticism and never
ridicule the student. If the student has misconceptions about what has transpired they need to be
addressed. The student may have seen new problems or situations airborne that were not discussed
in the brief which may also need to be addressed. Avoid dwelling too long on small points and
therefore unnecessarily extending the debrief. Debrief to the training outcomes of the sortie and try to
avoid letting the debrief become a process of re-brief or re-validation. Briefly discuss the next sortie
and guide the student’s preparatory study.
1.93 When summarising the debrief highlight the two or three major points that you want the student
to take away from the sortie. Do not repeat the whole debrief again. Ensure the student is clear on
their grading for the sortie if adverse training progression will occur. If you still need more time to
assess the student’s performance or to discuss their performance with the Flight Commander, tell
them precisely what you are doing and then seek them out later to personally advise them of their
grading for that sortie and the logic behind it.
1.94 A suggested format for a post flight de-brief is as follows:
a. Safety. Any breaches.

b. Brief. Points of clarification, including differences between what was briefed and what
was executed.
c. Domestics outbound.
d. Domestics inbound.
e. Airex. De-brief the student’s performance as detailed above.
1.95 Assessment. Never commit yourself to a final assessment of the student’s performance whilst
you are still in the aircraft. You may find yourself frustrated at a student’s inability to perform the
airborne sequences perfectly, but upon reflection as to where the student is in the curriculum you may
find that their performance may even turn out to be above average. You will find some sorties quite
easy to grade, but others may require a debrief to be completed before you are able to determine a
grade.
1.96 When attempting to determine what grade to give a student refer to the appropriate word
picture. Additionally, refer to unit standing instructions when grading sorties marginal or
unsatisfactory. Don't be afraid to use the full marking range of the system. If the student flew a
sequence as well as you could then it should be assessed as such. Conversely, if it was a below
average sortie mark it appropriately as not do so may deprive the student of the appropriate
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1.97 When determining what you should write in the sortie writeup you should again primarily
address the root cause of any problem and then provide amplifying comments as necessary. Any
problems carried over from previous sorties should also be documented in detail. Any marginal or
unsatisfactory elements of the flight should be annotated in red ink in order to highlight these aspects
to the Flight Commander and other QFIs. Any attitudinal problems observed should also be
mentioned.
1.98 Finally, students may be required to read and sign each sortie write up. Document the sortie
as it was, but avoid using language or tone that may adversely affect the student’s confidence
or that may be viewed as unprofessional by others. The write up should also be completely
consistent with your debrief; there are to be no surprises for the student in the write up.
1.99 Training report. The training report is the method by which a QFI formally advises the unit
executive of a poorly performing student. The executive take action on this notification by initiating
remedial training or suspension. The training report should be regarded as a means of
highlighting a student’s problems and therefore enabling the unit to provide more resources if
appropriate, to rectify the situation. Policy regarding training reports will be detailed in standing
instructions.
Annex
A. Side by side versus tandem seating instruction
B. PT51
C. Pre-briefs
D. Demo/direct/monitor flow chart
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NOTES SECTION 2 PART 1 UNCONTROLLED IF PRINTED
CHAPTER 1
SIDE-BY-SIDE VERSUS TANDEM INSTRUCTION

INTRODUCTION
1. The purpose of this annex is to provide guidance for instructors changing from instructing in
a tandem seat aircraft to side-by-side, or vice versa. The content is primarily aimed at the AIT
differences for the CFS instructor converting from the CT4B to the PC9/A or vice versa. However the
differences can also be directed to other aircraft where you initial instructor training is done in a
different seating configurations, eg QFI conversion to the Hawk from BFTS, P3C Orion QFI conversion
from 2FTS, or QHI (side-by-side) conducting a PC9/A QFI conversion.
CONVERTING FROM SIDE-BY-SIDE TO TANDEM
AIT Tools
2. Demonstration. Tandem seating removes the ability to effectively demonstrate the correct
use of controls, switches, cockpit resources, and effective lookout. In a tandem aircraft, careful
briefing (utilising simulators, etc) and appropriate key words are essential to develop correct
procedures. Methods that can be used to assist with effective demonstration of the correct
procedures include:
a. Simulators. Use of a simulator or part task trainer (PTT) can assist with effective
demonstration of correct hand and feet placement or switch usage. If a simulator or
PTT is not available then an alternative may be to use an aircraft on the ground.
b. Pre-flight brief. If an adequate simulator is not available then ensure that an

adequate brief and demonstration of the correct procedures for use of controls or
selection of services, is conducted in the pre-flight brief. It is important to pre-brief
both the correct order and techniques to be employed when controls and switches are
to be used (eg when starting the PC9/A after engaging the starter and ignition, place
the thumb on the starter switch and forefinger behind the ignition switch to prevent
turning off the starter with a hot start. Similarly with EFCU operations, guarding the
‘arm’ switch whilst operating the toggle switch, etc).
c. Weapons handling. Weapons employment as a single-pilot student can be very

demanding. Rapid, complex switch use is often required during the brief time the pilot
has down the dive. It is therefore important that the use of switches for weapons
release is carefully briefed both pre-flight, the simulator should used as an aid here,
and airborne (eg prior to roll-in for a CCIP-type pass, power should be set and the
hand placed on the master armament switch to allow for a rapid arming up process
once down the dive. For an AUTO pass, hand use should be different, with the TDC
being actioned on initial rollout and the hand transferring up to the master armament
switch post designation. The hand will then have to come back down to the TDC for
refinement of the designation prior to release).
3. Direction of attention (DoA).
a. Keywords. With the loss of an ability to simply point at an item of interest, direction of
attention needs disciplined keyword use to be able to guide the students’ eyes inside
or outside the cockpit. Ensure you brief and use the correct keywords for a DoA when
you don't have the benefit of being able to point at something.
b. Referencing and use of clock code. Use major features within the cockpit, then talk
down to specific switches or gauges (eg ‘main instrument panel, below the centre
MFD, identify the cabin temperature control knob’). Use the clock code to assist in
identifying features particularly for describing features outside the cockpit.
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c. Instrumentation and multi-function displays (MFDs). Particular care needs to be

taken when describing features displayed on the MFD’s. Simply using “look on the
MFD” is no good if you have three of them in each cockpit and the cockpits are
notslaved. You need to specify which MFD (left, centre, right) you are referring to and
which page you are looking at (eg menu, RTEMAP, etc). From there, describe the
general area of the display to be observed (eg, top-right, centre, etc) followed by the
item (eg “the red ‘Emerg’ field). When describing selections on the MFD use a number
system for the buttons as well as the function it serves (eg “tile/softkey 5, ADF”). Also
be cognisant of the fact that there are usually numerous ways to select a function (eg,
to change a radio frequency you might be able to use the MFD or the Up Front
Control). You will need to continually verbalise the most efficient technique for selecting
various options until the student is familiar with system use.
4. Monitoring. Tandem seat configurations can also remove the ability to effectively monitor a
student’s use of switches and aircraft systems, cockpit resources, eye movements, instrument
readings, and lookout. The following methods can be employed to more effectively monitor the
students’ performance:
a. Work cycles and instrument scan. One solution to these problems of monitoring
the students’ actions is use of a lipstick camera mounted in the simulator to view the
pilot’s face and hand movements. This enables the instructor to assess where the
students looks as they do checks, and to confirm that services and switches are being
selected correctly.
b. Flight control movements and trimming. Monitoring a student can be more difficult
in the tandem seat aircraft as you have to look in to the cockpit more often to see what
is happening to the controls. To assist with determining flight control movements
when looking outside lightly follow through on the controls. When following through
the instructor must be aware not to input any control forces (eg placing a finger lightly
on top of the control column, etc). Trimming can be monitored by watching the trim
indicators or by taking over and checking the prevailing trim forces.
c. Control and switch selection. Selection of services is difficult to monitor, as you

may be unable to see the students’ hands moving towards the services. When
appropriate, landing gear and flap selectors should be guarded to prevent an
overspeed (eg in the PC9/A the selection of the landing gear can be guarded by
placing your hand under the LDG GR selector handle and thumb on the top lip of the
landing gear selector panel).
d. Instrumentation. As you may be unable to see the students’ instruments you may
have to ask him what they are indicating, and then reference your instruments to this
difference (ie, adjust altimeter sub-scale to read the same altitude). It is therefore
important to pre-brief how the student is to call out pertinent readings (eg RPM, volts,
height, etc). Some instruments can generally be seen from the backseat in the
reflection on the canopy (eg PC9/A front altimeter, ASI, etc) or looking around or over
the front seat (eg PC9/A standby compass, or front g-meter). If observing reflections
of instruments in the canopy remember they read backwards (ie, mirror image).
e. Instruments or MFDs not slaved. Trying to follow what alterations the student is
making to navigation and communication data by can be difficult in a tandem seat
aircraft if the instruments or MFDs are not slaved (ie, where a HUD is not present in
the rear seat and the instructor therefore needs to dedicate an MFD as a HUD-
repeater). Appropriate MFD page selection by the instructor becomes essential in
these cases; the instructor should always be able to view radio set up (ie which
frequency or stud is currently selected) and which system is being used for steering
(ie, INGPS or RNAV aids). Occasional reviews should be made of navigation data
such as ToT and TGT allocation to ensure that incorrect adjustments have not been
made. Obviously if the instruments or MFDs are slaved then the monitoring process
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becomes quite simple.
f. Lookout. The only real way to assess the students’ lookout is to watch the top of their
helmet and also by noting how effective it is.
Emergencies
5. Simulated emergencies. As should be the case in all aircraft the initiation of a simulated
emergency should be prefixed by the term ‘for practice….’. Tandem seat aircraft rarely duplicate all
emergency selectors in the back, therefore when conducting simulated emergencies in tandem seat
aircraft the following considerations should be followed:
a. Student’s initial actions. The actions of the students’ following initiation of a

simulated emergency needs to be verbalised and authorised prior to selection of
services (eg use of the PC9/A ELS/EFCU system). Verbalisation enables the
instructor to ensure that the action being taken is correct and that the action being
taken will have no adverse effect on the normal operation of the aircraft.
b. Simulation of services. Simulation of emergency actions by the student is to be

prefixed by the student using the word ‘simulated….’, inferring to the instructor that he
or she knows he will not activate the service but has taken its operation into account
for the simulated emergency. If the instructor does not intend for the student to select
the service, then they should reply ‘…simulated’.
c. Selection of services. In a simulated emergency that requires selection of the

landing gear or flap the service should always be guarded to prevent the selection
when above the limiting speed as stated in para 4c. This is because the instructor
cannot ensure that the selection will not be made prematurely when the student is in a
high workload environment (eg a turn back). If the instructor intends for the student to
select the service then they should reply ‘select’ following the students’ ‘simulated…’
patter.
d. Simulated aircraft abandonment. There also needs to be strict guidelines as to the

responsibilities of both the instructor and student in the case of simulated aircraft
abandonment. For example in the PC9/A following an engine failure after takeoff the
student will maintain control and say abandoning at 90KIAS the instructor should then
take over and recover the aircraft with the standard takeover procedure. The student
shouldn’t relinquish the controls until the standard takeover procedure has been used.
6. Actual Emergencies. If real emergencies are encountered the following factors should be
considered:
a. Selection of services. The instructor in the back seat may have to direct the student
to operate the services (eg emergency landing gear, emergency brakes, etc). As part
of the pre-flight brief or take-off emergency brief the specifics of how and when
services are to be operated by the student in the event of a real emergency must be
briefed (eg ‘...I’ll get you to select the firewall shut-off handle, and emergency landing
gear, in the front, on my command.’).
b. Allocation of tasks. Allocation of tasks when dealing with emergencies should also
be briefed. Depending on the students’ experience it is may be prudent for the front
seat pilot to fly the aircraft whilst the rear seat pilot monitors the situation, handles the
R/T, and backs-up checklist actions. If the student is flying the aircraft for the take-off
then brief him or her to ‘...continue flying the aircraft until I positively take over’. This
should prevent the student relinquishing control to no one in particular. Regardless of
how tasks are allocated, ensure that both pilots know who is responsible for flying
during the recovery.
c. Aircraft abandonment. Aircraft abandonment in tandem seat aircraft may also be
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non-standard for a student. Knowledge of the instructors’ expectations with regard to

use of command ejection, etc, is vital to prevent injury on ejection.
Other instructional aspects
7. Handover/takeover. In a tandem seat aircraft the inability to see the other pilot's hands and
feet on the controls means that a clear and unambiguous handover/takeover procedure is imperative.
In most tandem seat aircraft the executive for handing/taking over is done by shaking the control
column to signify the pilot taking over has control of the aircraft. The pilot handing over should not
relinquish control of the aircraft till they feel this control column movement.
8. Lookout. Some tandem seat configurations may restrict forward lookout for the rear seat
instructor, therefore the instructor needs to be cognisant of this restriction and make positive efforts to
clear ahead by looking around the front seat.
9. Instrument flying. During unusual attitude recovery practise it is difficult to ensure that the
student has his or her eyes closed. Therefore so have the student read out the labels on the busbars
to ensure he is looking down and away from the attitude indicator.
10. Formation.
a. Echelon and line astern. With tandem seating the instructor will need to allow for
different lines of sight for the echelon lateral and line astern longitudinal and vertical
cues to ensure the student sees the correct pictures.
b. Rejoins. Turning rejoins can become disconcerting for the instructor in the rear seat.
Visibility tends to be more restrictive, forcing the instructor to rely on the student to fly
safely separated from the lead aircraft. Every effort should be made by the rear seat
instructor to maintain visual on lead (ie, unlocking the harness and adjusting body
position to place the head flush against the canopy perspex, etc). If these techniques
fail to allow maintenance of visual then direct the student to adjust the height
separation. Do not assume that the student will always fly a safe rejoin – the wingman
instructor is ultimately responsible for collision avoidance. Avoid the temptation to
allow the student to fly excessively low during rejoins. This will allow easy viewing but
could cause obvious problems at low level or with the bug out (ie, if the student starts
low, the only way to effect the rejoin is to fly up towards lead If a bug out is
subsequently required, a dangerous overshoot in the vertical will result).
c. Combat. Similar problems with keeping visual, particularly under the aircraft nose,
are evident in aggressive combat manoeuvring. Excessive closure rates can be
quickly generated and, again, the instructor must not rely on the student to maintain
separation. If the rear-seat instructor loses sight for more than a moment then the
only safe option is to take over and regain visual contact with the leader. In this case,
never blindly pull in the hope to avoid collision. The safest bet is to rapidly roll the
aircraft in order to reacquire then manoeuvre as required. The only time a blind pull
should be conducted is when you are convinced a collision will occur otherwise.
CONVERTING FROM TANDEM TO SIDE-BY-SIDE
11. One of the main differences with instruction in side-by-side aircraft is the ability to see
everything that the student does, and likewise the student can see the instructor's actions. This has
many advantages in terms of effective instruction; however it does have some disadvantages.
AIT tools
12. Demonstration. Side-by-side seating allows the student to directly observe the instructor’s
actions therefore reducing the reliance on simulators, PTTs, and pre-flight brief in demonstrating
correct procedures for use of controls, switches, cockpit resources, and effective lookout.
Issue no 01/16
18 Aug 16
CFS PILOT HANDLING
CHAPTER 1
13. Direction of attention. In addition to keywords, pointing at controls, switches, instruments

and features is an excellent way of directing the students’ attention. However be aware of
encroaching on the students’ space by avoiding leaning all over him or her.
14. Monitoring.
a. Flight control movements and trimming. In side-by-side aircraft the instructor has
the ability to see the students’ actions, therefore it is important to position your head to
enable you to see every thing you require (eg in the CT4B, if you look to the position
which is just 30° left of straight out the front you are able to see the students’ eyes,
rudder pedals and feet, hands, instruments, and the attitude). If following through on
the rudder pedals ensure you do not apply any control pressure.
b. Work cycles and instrument scan. Side-by-side seating configuration also enables
the instructor to watch the students' eyes when flying to effectively monitor workcycles
or instrument scans.
c. Control and switch selection. Particular attention should be paid when the student
uses the controls and services (eg in the CT4B there have been cases of inadvertent
shutdown due to the mixture lever being pulled back instead of the prop, etc. If this is
done select the throttle to idle before pushing the mixture up to avoid an overspeed
situation).
d. Instructor’s actions. As side-by-side seating also allows the student to observe the
instructor, then you need to be cognisant of your actions when the student is flying (eg
when in the circuit, and particularly when on finals, the student is able to notice the
instructor preparing to take over if required. This can be disconcerting for the student,
as well as providing guidance as to when to flare the aircraft in some instances). For
these reasons the instructor should generally place their hands on their lap during
most phases of flight, and particularly when in the circuit. This will enable you too
easily and quickly take-over if required as your hands are very close to the control
column. It also makes it harder to see any movement of the instructor's hands as they
are lower and generally no movement should be required until you decide to take over
(eg in the CT4B if you need to conduct R/T when the student is flying, operate the
press to talk button with your index finger only to avoid the misconception of a
handover/takeover). Being conscious of your own body language as the student will
pick up on everything. In the CT4B ensure that the instructor keeps his or her hand on
the throttle at all times when he or she is flying.
e. Instrumentation. In many side-by-side aircraft there are two sets of instruments for
use in either seat. The instruments on the instructor’s side should be ignored (except
for the skid ball in the CT4B) so that you know exactly what the student is reading. As
the CT4B skid ball is on the far side, it may be used on the instructors side as it is
difficult to take into account the parallax error on that particular instrument. When
reading the students’ instruments remember to allow for parallax error if appropriate
(eg for headings in the CT4B the RMI should be used whenever possible as the lubber
line is closer to the compass card (~2o parallax error). If using the heading bug on the
CT4B HSI you should look for the lubber line to be passing through the left-hand side
of the arrow on the heading bug (~4o parallax error).
Emergencies
15. Simulated emergencies. In the side-by-side configuration the verbalisation of the actions
following a simulated emergency are still required, however the authorisation from the instructor is
generally not required as he is able to watch the students actions. When carrying out the simulated
emergency actions the student should be instructed to point to the appropriate controls with a
clenched fist to confirm simulated selection. This method enables the instructor to visually confirm that
the student will not select the service, or gives the instructor time to say ‘standby’ if the student looks
Issue no 01/16
18 Aug 16
CFS PILOT HANDLING
CHAPTER 1
16. Actual emergencies. Side-by-side seating configurations generally do not have as many
problems as tandem seat aircraft with the instructor selecting emergency services. However as with
tandem seat aircraft, the student must briefed on the allocation of duties and responsibilities in the
event of a real emergency (eg who will make emergency radio calls, etc).
Other instructional aspects

17. Handover/Takeover. In a side-by-side seat aircraft, the ability to see the other pilot's hands
and feet on the controls means that shaking the control column during the handover/takeover
procedure may not be necessary. Other signals may be used to signify which pilot has control of the
aircraft (ie, placing hands on the control column and throttles, etc). However students at ADF BFTS
are still taught to shake the control column in preparation for advancement onto a tandem seat trainer.
18. Lookout. There is a tendency to look at the student when talking following a QFI conversion
when flying the CT4B. This is not required, and restricts lookout as the student will look at you,
leaving no-one looking out. Also the students’ lookout will only be as good as the instructor
demonstrates.
19. Balance. In a tandem seat aircraft flying the aircraft straight and balanced is generally
easier for the student than in side-by-side aircraft. The cue in the CT4B is for the student to use the
white line on the engine cowl. Where it meets the horizon is where the aircraft is pointing. If it is not
moving about the horizon with wings level then it is also a good indicator of balance. It is also a good
cue for them to use on landing to ensure the aircraft is not cocked off.
20. Formation.
a. Echelon and line astern. With side-by-side seating the instructor will need to allow
for different lines of sight for the echelon longitudinal and line astern lateral cues to
ensure the student sees the correct pictures. In the CT4B the lateral echelon cue can
also be difficult to see due to the elevator and the rudder being the same colour. For
this reason most CT4B aircraft have strips of red tape around the elevator tip.
b. Rejoins. It can be very hard for the student to see lead pursuit developing during a
turning rejoin when lead turns to the left. Therefore students at ADF BFTS are not
normally shown turning rejoins when they are seated on the low side of the aircraft in
order to prevent them flying excessively low on lead or even worse; rejoining with an
upward vector! Therefore if instructing turning rejoins with the student on the low side
allow them rejoin lower on plane to stay visual, but ensure the rejoin plane is level (ie,
no upward vector towards lead).
Issue no 01/16
18 Aug 16
CFS PILOT HANDLING
CHAPTER 1
PT51 - FLIGHT ASSESSMENT REPORT

Aim
1. PT51. The student’s flight assessment report (PT51) records:
a. the events that the student has completed, including the assessed score for each dual
flight;
b. curriculum sequences that were not completed during a sortie;
c. comments on various aspects of each dual flight; and
d. details and recommendations on unacceptable performances (eg air training reports).
2. Comment aims. Besides the general administrative requirements of detailing the student’s
progress through the course, the PT51 is used to record comments on each of the sequences that
were attempted during a sortie. These comments are recorded for the following purposes:
a. To advise the student’s instructor for the following sorties on the areas on which they
should concentrate. Although the next instructor may be you, the comments should be
detailed to a degree that is sufficient for them to be of value to any other instructor.
b. To advise unit executives of the student’s faults in the event of the student being the
subject of a review. Such details will be crucial in assessing his suitability to continue on
course.
c. To provide hard evidence of a student’s unsuitability for continued training in the event of
the student initiating ministerial action following suspension from course. Such action is
becoming more common and therefore dictates the necessity for proper comments.
Comments and assessment
3. Comment details. Only errors and faults need to be recorded in any detail. In general the
more the errors, the more detailed should be the comments. This does not necessitate the production
of an essay on every poor flight. Rather, a paragraph heading for each sequence followed by brief,
sharp comments is preferable for both normal and poor sorties. As with the sortie debrief, comments
should include the cause of any error - not just the error itself. The write-up can then by completed be
the instructor’s general opinion of the sortie as a whole if this has not already been done in the form of
an introduction. Airsickness and dangerous airmanship errors are to be written in red with recurring
problems being underlined.
4. Assessments. The instructor is required to assess each sortie and record this mark in the
PT51. The grading is based on three areas; technique, airmanship and preparation. The final
assessment is the lowest of these three scores. This system of marking however, may be unnecessarily
harsh. For example a generally good trip that was spoilt by only one poor display of airmanship.
Therefore in the interests of fairness the final mark may need to be subjectively tempered. Check with
the flight commander for the most recent policy on your arrival at BFTS or 2FTS.
5. Grading word picture. Technique, airmanship, preparation and the final assessment are
each awarded a mark between unsatisfactory (U), marginal (M), satisfactory (S), high satisfactory (H),
and excellent (E). These marks are decided by reference to a grading word picture. These are utilised by
choosing the description that most closely relates to the student’s ability under each of the three titles.
Note that there is a variable mark for a given description depending on which phase of the course the
student is undergoing.
Issue no 1/16
18 Aug 16
CFS PILOT HANDLING
CHAPTER 1
Pre-brief (Pb)
Examples of the different Pb are listed below:
Min/No quack demonstration (Do)

I am going to fly a .
I want you to (only if required).
Proof of concept (PoC) Do

Let’s have a look at .
(DoA points may be prebriefed if required for a time-critical exercise within the PoC demonstration, eg.
nose drop at the point of the stall.)
Questions?
DoA/Eli during exercise.
Practical Do
I am going to show you a .
I want you to note .
Follow me through and note (if required).
Questions?
Allocate responsibilities (eg. For your wingover, handing over).
Direct (Dt)
I am going to talk you through a . I want you to concentrate on .
Questions?
Allocate responsibilities (eg. My base R/T, handing over).
Monitor (Mo)
I want you to fly a .
Remember to (only if required).
Questions?
Issue no 1/16
18 Aug 16
Prebrief
Pb
link DEMO FMT? KW DIRECT MONITOR
Db
Debrief
Annex D Chapter 1

Airborne Instructional Technique

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CFS PILOT HANDLING UNCONTROLLED IF PRINTED

NOTES SECTION 2 PART 1

AIRBORNE INSTRUCTIONAL TECHNIQUE (AIT)

The instructional process

The flying instructor

c. Psychologist. The psychologist will be constantly aware of the student’s emotional

a. The screamer. Always out of control.

b. The chipper. Constantly critiquing the student.

c. The sphinx. No feedback.

e. The slapper. Prone to acts of violence in the cockpit.

f. The singer or whistler. So relaxed that it is annoying.

g. The giggler. Snickers at mistakes.

1.7 Building rapport. Effective communication is an important part of successful instruction.

a. was the mass brief coverage adequate?;

b. is it simple enough to assume without review?;

e. does it have practical application to the intended sequence?; and

a. Writing techniques. Writing in bold capitals is recommended as it is easier to read from

c. Airmanship. Relate airmanship points directly to the sequence to be covered.

FUNDAMENTALS OF AIRBORNE INSTRUCTION

b. A proof of concept Do i s n o r m a l l y u s e d t o validate theory or the SATG,

c. A ‘min/no quack’ Do is used as a no pressure introduction.

Questions? (allocate responsibilities)

1.48 An example of a Pb prior to a Do:

I am going show you the climb entry.

I want you to note the rate of attitude change.

1.53 An example of a Pb prior to a Dt may be:

1.60 An example of a PB prior to a Mo may be:

I want you to fly a loop.

a. Over-confidence. An over-confident student often displays a degree of confidence that

b. Under-confidence. The nervous, diffident student needs encouragement. They tend to

d. Instructor/student relationship. A good instructor/student relationship is essential. If

DEBRIEFING AND REPORTS

1.94 A suggested format for a post flight de-brief is as follows:

a. Safety. Any breaches.

SIDE-BY-SIDE VERSUS TANDEM INSTRUCTION

CONVERTING FROM SIDE-BY-SIDE TO TANDEM

b. Pre-flight brief. If an adequate simulator is not available then ensure that an

c. Weapons handling. Weapons employment as a single-pilot student can be very

3. Direction of attention (DoA).

c. Instrumentation and multi-function displays (MFDs). Particular care needs to be

c. Control and switch selection. Selection of services is difficult to monitor, as you

becomes quite simple.

a. Student’s initial actions. The actions of the students’ following initiation of a

b. Simulation of services. Simulation of emergency actions by the student is to be

c. Selection of services. In a simulated emergency that requires selection of the

d. Simulated aircraft abandonment. There also needs to be strict guidelines as to the

c. Aircraft abandonment. Aircraft abandonment in tandem seat aircraft may also be

non-standard for a student. Knowledge of the instructors’ expectations with regard to

Other instructional aspects

CONVERTING FROM TANDEM TO SIDE-BY-SIDE

13. Direction of attention. In addition to keywords, pointing at controls, switches, instruments

Other instructional aspects

PT51 - FLIGHT ASSESSMENT REPORT

1. PT51. The student’s flight assessment report (PT51) records:

b. curriculum sequences that were not completed during a sortie;

c. comments on various aspects of each dual flight; and

d. details and recommendations on unacceptable performances (eg air training reports).

Comments and assessment

Min/No quack demonstration (Do)