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Falling Leaf Stalls Alternative Training Using the falling-leaf stall to teach spin avoidance BY CHARLES FITZGERALD , MCFI Many gallons of ink and acres of trees requires a fair chunk of altitude, which have been sacrificed over the to-spin- is not normally available in the typical train-or-not-to-spin-train issue. I think stall-spin accident. Third, not all train- there’s a compromise solution that ing aircraft are certified for spins. achieves many of the important ob- To these rational arguments we jectives of spin training without ac- should probably add a couple more tually putting the student into a fully that are more emotional but nonethe- developed spin. The compromise is to less true: Spins scare the daylights out demonstrate—and have the student of some students, thus further reduc- participate in executing—a series of ing the potential pool of future pilots. falling-leaf stalls. A related factor is that not all instruc- The pro-spin-training folks stress the tors have the experience to be com- idea that learning by doing is the best— fortable and competent with spins or and maybe the only way. Indeed, it’s spin training. hard to overstate the visual and physi- ological overload that a pilot feels the Spin Training Today first time he enters a spin in an airplane. All spins consist of three phases. Simulators might help the visual part, First, the airplane must stall one wing but nothing short of the real thing is and partially stall the other. In practice, going to emulate the feeling of being this means uncoordinated flight. In the whirled around in your previously con- second phase, the fully stalled wing trollable mount. “drops” as the partially stalled wing im- The principal arguments against spin parts a rotational torque about the longi- training are equally sound. First, the tudinal axis. This is the real entry to the student who approaches a stall in coor- spin, and it is usually accompanied by dinated flight, properly recognizes the the nose dropping. In the third phase, imminent stall, and promptly initiates a the aircraft is in a fully developed spin recovery will never get into a spin. Even with the classic spinning motion about a severe upset is unlikely to result in a the longitudinal and vertical axis. real spin. Many low-level stall-spin acci- Conventional training today em- dents may not involve fully developed phasizes recognition of the first step: (more than one-turn) spins, hence detecting the imminent stall followed we are training a skill that should immediately by a prompt recovery. Re- and probably will never be used. covery from the third phase, a fully de- Second, full-spin recovery usually veloped spin, is generally covered only in lecture and discussion. The sec- Stall Training I believe that demonstration and ond stage—the wing drop/spin en- Any student who experiences participation in falling-leaf stalls try—is often covered only to the and can correctly control a falling- are an exception to this rule for the degree that the student stops the leaf stall will be a believer in just following reasons: The instructor wing drop as quickly as possible, if how effective the rudder can be is always the “pilot flying”; the it occurs at all. and how important it is in con- student touches only the rud- Indeed, an attentive stu- ders. The student does not dent—one who keeps the air- get the airplane into the craft in coordinated flight all stall and does not execute the time—may go through the The airplane is held the recovery. The student, entire syllabus and never expe- as she gradually takes over rience the second phase. This is in a mushing the rudder actions, will get particularly true if the instruc- to feel the control actions tor teaches them to recover stall while and the resultant aircraft at the first sign of a stall dynamics. This association and does not let them get alternately dropping between the top rudder and into a really deep stall. the reversal of turning di- Even if the wing drops one wing then the rection is an important les- a little, and the student son to be learned. applies rudder correctly, other through the The falling-leaf stall is he has very little time entered by putting the air- in this condition—and use of rudder craft into a straight-ahead certainly not enough to stall and keeping it there really understand what control. The wing with full back elevator. Af- the airplane is doing, ter the aircraft stalls, hold and what it can do. drop while it in the stall with full Most instructors are back elevator. Leave the familiar with falling- stalled accurately ailerons neutral. leaf stalls, and many— If one wing does not drop, but not all—have done simulates the help it along with a little rud- them. Briefly, the airplane der to the side you want to is held in a mushing stall while initial entry drop first. As soon as it drops, alternately dropping one wing apply full opposite or “top” then the other through the use into a spin. rudder. This will stop the of rudder control. The wing wing drop and, if held, cause drop while stalled accurately the opposite wing to drop. simulates the initial entry into When it does, apply full op- a spin. posite rudder to that drop. How does this relate to spin trolling the stalled airplane. Most While remaining in the stall, the air- training? All spins start with a wing importantly, the student will be plane will now be dipping first one “drop” in the direction of the spin, conditioned to hit the “top” rud- wing and then the other as it de- and the normal corrective actions der whenever a wing drops. If she scends, just like a falling leaf. include the prompt application of does this, she will never get past Depending on aircraft weight opposite, or “top,” rudder. the spin entry into a fully devel- and trim, it is usually helpful to If this is the pilot’s initial, imme- oped spin. add a small amount of power to diate, and instinctive reaction to a I’ve used a particular instructional keep the longitudinal axis some- wing drop, it will be very difficult procedure successfully to teach this where near horizontal. for any aircraft to enter a spin. The maneuver. Conventional wisdom Also—again depending on that purpose of falling-leaf stall training on instruction methodology dic- particular aircraft’s characteristics— is to give students the knowledge tates that having a student “follow the rate of oscillation may vary con- of the proper corrective action to along” with an instructor’s actions siderably. In most training airplanes, take and to reinforce this with ac- is not the way to go. While I am expect a descent rate of 1500 fpm, tual experience. in general agreement on this point, so be sure to start with plenty of al- titude and carefully clear the area gets a wing drop in a stalled or one wing stalls, the airplane will below before you begin. near-stalled condition. Secondly, start to spin. If the pilot takes the The instructor should have the he will actually control the air- proper rudder action as the spin is controls throughout the maneuver. plane in this condition solely by starting, a spin is nipped in the The student should have hands off the use of rudder and without the bud. The rudder action is the the controls. In fact, tell the stu- use of the ailerons. Third, he will second line of defense against dent to cross her hands over her have increased confidence in his the stall spin. chest. The student’s feet should be ability to control the airplane in The falling-leaf stall exercise can lightly on the rudder pedals, fol- very slow flight conditions and be done in almost any training air- lowing the instructor’s actions. to recover from unexpected up- craft, and it offers most of the im- After several cycles, tell the stu- sets. Finally, he will gain addi- portant benefits of spin training dent to gradually start controlling tional experience in making full while being a lot less stressful on the rudder pedals. The instructor control deflections. the student—and the instructor— can verbally command the stu- My experience is that this les- than the real thing. n dent (left foot, right foot) until she son should be taught by the mid- gets the hang of it. The instructor way point in the pre-solo training can assist or even overpower the so that the student’s first reaction student, if required, but this is to a wing drop in a stall is to get rarely necessary. After the student on the correct rudder. Primacy is has executed several cycles more important. I also stress to the stu- or less independently, the demon- dents that this is a demonstration, stration is concluded and the in- and that they are not expected, structor recovers to level flight. encouraged, or even allowed to Note that at no time does the perform these on their own. student have control of the air- The falling-leaf stall exercise is plane, nor does he even touch the not spin training. It does, how- stick, yoke, or throttle. It is impor- ever, take the student one tant that the student have eyes step further into the stall-spin outside the cockpit at all times. sequence, and it teaches proper recovery techniques. If Lessons Learned the pilot never stalls, This conditions the students the airplane will to depress the “top” rudder if he never spin.
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