Fundamentals of Flight

Integrated Flight Instruction

The definition of integrated flight instruction is that the student is taught maneuvers by both outside references and references to flight instruments from the first time the maneuvers are introduced.  The objective  is the  formation of habit patterns that will provide for the observance  of and reliance on flight instruments. The habit of monitoring his own as well as the aircraft’s performance continuously by reference  to instruments  as well as outside  references is easier to develop in the student pilot than in the veteran pilot. Students trained in this manner are more precise in their maneuvers and operations. They make more efficient use of the aircraft, particularly the more complex type.

While this introduction in the use of flight  instruments does not qualify a student for operations in marginal weather conditions, it does give him a better chance to fly instruments for a very short period of time should an emergency occur. The procedure for the instructor is to demonstrate each appropriate maneuver by visual references and instrument references, making sure the student assumes the responsibility of looking for other traffic. We should not allow the student to concentrate on the instruments at times when he should be using outside references.

After the student gains some proficiency in instrument interpretation, the tendency will be to rely on the flight instruments instead of outside references. This must be discouraged from the onset. The object of this training is to monitor performance, not to provide proficiency in instrument meteorological conditions.

Fundamental Maneuvers

Maneuvering of the airplane is generally divided into four flight fundamentals; (1) climbs, (2) descents, (3) turns, and straight and level. All controlled flight consists of either one, or a combination, of these basic maneuvers. Proper control of an airplane’s attitude is the result of the pilot knowing when and how much to change the attitude, and then smoothly changing the attitude the required amount, or maintaining a constant attitude. When flying by reference to objects outside the airplane, the effects of the pilot’s control application on the airplane’s flight attitude can be seen by observing the relationship of the position of some portion of the airplane to the outside references.

At first, control of the airplane is a matter of consciously fixing the relationship of specific reference points on the airplane to the horizon. As basic flight skills are developed through experience and training, the pilot will acquire a continuous awareness of these relationships without conscious effort. The reference points will be used almost subconsciously in varying degrees to determine the attitude of the airplane during all maneuvers.

In establishing the reference points, the airplane should be placed approximately in the desired flight attitude, and then the specific points selected. No two pilots see this relationship exactly the same. The apparent position of the reference points will depend on each pilot’s seat height and lateral position, and/or the pilot’s eye level and line of sight.

Attitude Flying

Airplane control is composed of three components: (1) pitch control, (2) roll control, and (3) power control. Pitch control is the control of the airplane  about its lateral axis by applying elevator pressure to  raise or lower the nose usually in relation to the horizon. Roll control is the control of the airplane about its longitudinal axis by use of the ailerons to attain the desired angle of bank in relation to the horizon. Power control is the control of  power  or “thrust” by use of the throttle to establish or maintain desired airspeeds in coordination with the attitude changes.

The outside visual references used in controlling the airplane include the airplane’s nose and wing tips to show both the airplane’s pitch attitude and flight direction; the wing and frame of the windshield to show the angle of bank. Additionally, the attitude indicator directly shows both the pitch and bank attitude of the airplane. Power is indicated by the tachometer or, in airplanes equipped with a constant speed propeller, the combination of the manifold pressure gauge and tachometer.

A specific attitude in combination with a specific power setting, results in a specific level of performance. The key to teaching attitude flying is helping the  student understand this principle:

ATTITUDE+ POWER= PERFORMANCE

The objectives in these basic maneuvers are to learn the proper use of the controls in the correct sequence for maneuvering the airplane, to attain the proper attitude in relation to the horizon by use of inside and outside references, and to emphasize the importance of dividing attention and continually checking all reference points.

This phase of a student’s training is most important in establishing proper flying techniques. However, most students never get the time needed to learn the basic skills properly. (The instructor tends to move to the next phase of training because it seems repetitive and boring to him.) When the student is able to perform entries to and recoveries from climbs, descents, and turns with correct procedures and proper use of the controls, short periods of straight can be attempted. The instructor must keep in mind that every other maneuver a student will learn contains one or all of the elements learned in basic attitude flying.

This can not be emphasized enough: Primacy, the state of being first, often creates a strong, almost unshakable impression. For the instructor, this means that what is taught must be taught correctly  the first time. Unteaching is more difficult {in some instances almost impossible) than teaching. The first experience should be positive, correct, and functional, and lay the foundation for all that is to follow.

After proceeding to the next phase of training, continue to monitor the stud ent 1s performance of basic attitude flying and correct any errors  or  faulty  habit  patterns immediately. The student must not be allowed to practice an incorrect procedure. This is not to say he must do it proficiently, only  perform  it   correctly.  Proficiency will come with practice.

Using the building block method of instructing for the four basic flight maneuvers, the question arises as to which one should be taught first. The only one that relies on previous skills learned is straight and level flight. The process of maintaining heading and altitude requires continual recovery  from  slight  climbs1     descents1    and  turns.  During the practice of leveling off  from  climbs,  descents,  and turns the student will learn the procedures needed to maintain heading and altitude for straight and level flight. As for climbs, descents, and turns, each has individual procedures which do not rely on elements learned from the other. This manual teaches in the following order: climbs, descents, turns, and straight and level.