CFI-to-CFI Newsletter - Volume 2, Issue 4 - 4

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Aviation katas
By ROB MACHAdO
CONSIDER USING MARTIAL ARTS on your students. No, I don’t mean pummeling them, either. I’m speaking of one aspect of martial arts training that’s very useful for helping students acquire in-flight skills without even being in an airplane—and no colored belt is required.

version of the kata by having students sit in a chair and simulate the behaviors necessary to maneuver an airplane. This worked well because most aviation maneuvers are based on a sequence of common behaviors (i.e., specific movements). For instance, the behaviors required to make a coordinated turn are (1) aileron deflec…most aviation maneuvers tion to establish a bank, (2) are Based on a sequence of application of rudder to common Behaviors… point the nose in the direction of turn, (3) opposite All martial arts students learn the aileron to sustain the bank, and (4) elevator basics of kicking and punching, as well back pressure to maintain altitude. These as kumite (sparring). To accelerate a four distinct behaviors are common to practitioner’s sparring development, nearly every turn entry. karate students practice katas, which are During the lesson’s preflight ground highly choreographed movements (usureview, I’d guide my students at practicing ally 20 to 60 steps) of kicks, blocks, and this four-step, kata-like sequence until I strikes. Why the kata? It simulates the was sure it had established some habitual optimal reaction to an opponent’s attack reflex in their psyche. The only thing I and helps build the reflexive behaviors didn’t require was the blood-curdling yell necessary to defend oneself. It can fulfill (the ki-yahh!) at the end of the sequence much the same role in aviation. (unless they wanted to, of course). The payYears ago, I created my own aviation off? Students always learned faster in flight

after kata-like practice than without it. Slow flight is another maneuver that can be practiced in kata form. The sequence is (1) reduce power, (2) apply carb heat, (3) raise the nose at a rate sufficient to hold altitude, (4) at five knots above desired speed, apply power, (5) apply right rudder pressure to maintain heading, (6) apply trim, and (7) yell, “ki-yahh!” but only if you want to. Nearly all in-flight skills lend themselves well to development and practice in kata form. This includes climbs, descents, stalls, steep turns, and landings. What do you gain by having your students practice the behavioral sequence of any maneuver on the ground first? You make more efficient use of your time aloft, and that makes aviation kata practice worthwhile. If you’re lucky, your students might even call you sensei. Rod Machado is a flight instructor, author, educator, and speaker. He has been a pilot since 1970 and a CFI since 1973. Visit his website (www.rodmachado.com).

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Building better training
By AOPA STAFF
MOST FLIGHT INSTRUCTORS

Did you know?
school, you may be interested in Flight School Business, a biweekly e-mail newsletter dedicated to flight school owners and managers, and the businesses that support them. FSB includes marketing advice, how to increase cash flow, what's new in the world of security, finance, and HR, and more. Visit http:// fsb.aopa.org for more information and to sign up.
WHETHER YOU'RE AN INDEPENDENT CFI or part of a flight

are aware the pilot population is declining. Although the total number of active pilot certificates is most often cited, the devil is in the details. The number of FAA student pilot certificates issued fell from 102,000 in 1980 to only 54,000 in 2010. Additionally, approximately 70 to 80 percent of student pilots will drop out before earning their certificates. To help address this abysmal dropout rate, AOPA launched the Flight Training Student Retention Initiative (www.aopa.org/ftinitiative) in 2010. The initiative began with an in-depth, independent research study to gain a more objective view of the current training process. The study identified attributes of the optimal flight training experience and offered a model to strive toward.

Since publishing the report, AOPA has held regional meetings with flight training providers and aviation community members, published the Flight School Business newsletter (http:// flighttraining.aopa.org/fsb), created the AOPA Flight Training Scholarship Program (http:// flighttraining.aopa.org/ftscholarship), and began beta testing a soon-to-be-launched personalized online student pilot support system called MyFlightTraining (www.aopa.org/mft). At the second annual AOPA Flight Training Summit, AOPA announced plans to provide more support to flight schools to be successful as small businesses. Hear more from AOPA President Craig Fuller and AOPA Director of Flight Training Initiatives Jennifer Storm in the AOPA Live video (www.aopa.org/ftinitiative/vid2) recorded at AOPA Aviation Summit 2011.

4 | www.airsafetyinstitute.org


http://www.rodmachado.com http://flighttraining.aopa.org/fsb http://flighttraining.aopa.org/ftscholarship http://www.aopa.org/mft http://www.aopa.org/mft http://www.aopa.org/ftinitiative http://fsb.aopa.org http://www.aopa.org/ftinitiative/vid2 http://www.airsafetyinstitute.org

CFI-to-CFI Newsletter - Volume 2, Issue 4

Table of Contents for the Digital Edition of CFI-to-CFI Newsletter - Volume 2, Issue 4

CFI-to-CFI Newsletter - Volume 2, Issue 4
Contents
CFI to CFI: Breaking the cycle—No regrets
ASI online: Fire in the cockpit
Checklist: Language lesson
Safety spotlight: Who's in charge?
Chief's corner: Teaching the teacher
CFI-to-CFI Newsletter - Volume 2, Issue 4 - Contents
CFI-to-CFI Newsletter - Volume 2, Issue 4 - CFI to CFI: Breaking the cycle—No regrets
CFI-to-CFI Newsletter - Volume 2, Issue 4 - ASI online: Fire in the cockpit
CFI-to-CFI Newsletter - Volume 2, Issue 4 - 4
CFI-to-CFI Newsletter - Volume 2, Issue 4 - Checklist: Language lesson
CFI-to-CFI Newsletter - Volume 2, Issue 4 - Safety spotlight: Who's in charge?
CFI-to-CFI Newsletter - Volume 2, Issue 4 - Chief's corner: Teaching the teacher
CFI-to-CFI Newsletter - Volume 2, Issue 4 - 8
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