Torrey Pines Gliderport Articles Training Process for the P1-P4 and beyond Ideas for new instructors; also applicable to pilots of all skill levels. Ideas, concepts, seeds to plant in our fledgling students head. Give the new pilot the idea that he has committed to a long-term relationship with paragliding. The only way that one can expect to continue safely within the sport is to develop a firm understanding of the basics and to continually practice. New pilots have to know what to expect up front. It is also the job of instructors to help guide them while allowing them to make their own decisions. We can help by giving them solid parameters with which to analyze the internal and external factors affecting flight. Instill in new pilots the need to create checklists, which are appropriate for each situation. Require students to get into the habit of not only logging their flight time but also logging their glider; UV exposure, maintenance records of any repairs, changes, etc. This makes it easier to get a good resale value when they upgrade, but it also makes them aware of when they need an inspection, reserve repack, etc. One of the primary jobs of the instructor is to engineer the training environment so that the student can remain comfortable and relaxed. Remember every participant in this sport has to overcome an exaggerated sense of fear and ego in the beginning. Reminding a pilot several times a day to relax, breath, and enjoy playing with the wing is essential, Students often rush to learn and as a result they end up creating bad habits. Ultimately they are learning for the joy of flight... don’t take that away from them during those initial days when they are struggling. Stress and anxiety will also reduce the amount of information they can absorb and increases the amount of time it takes them to react and learn new skills. You the instructor must remember: 1. You are responsible for the life and well being of your students... for the rest of their flying career. Your name is always printed on their certification, even when they are instructors. 2. Consider the fact that most accidents are caused by bad decision making, lack of proper flight planning, simple mistakes and overlooks, failure to notice changes in environment, overconfidence, etc. These are all basic building blocks of paragliding that you are responsible for conveying before the P2 is achieved, 3. Most accidents happen to pilots after 2 years of flight, which means they will be long out of your school. Unfortunately, the majority of accidents occur as a result of missing a fundamental that the instructor may have missed during the initial teaching period. 4. Pilots don't have bad attitudes in the beginning. It is a learned response, based on cowboy mentality of many involved in the paragliding community, "You have to be a cowboy to participate in something so unpredictable and dangerous." You can insure that this never happens by how you approach your student on the first day of lessons: Torrey Pines Gliderport & Air California Adventure, Inc. Tel: +1.858.452.9858 Web: http://www.flytorrey.com Torrey Pines Gliderport Articles a. Create an environment that fosters learning, strives for excellence, places emphasis on the experience, progresses along a clearly defined path, and you will watch your students blossom into exceptional pilots. b. Your students will realize this and continue to support your business! c. Value the trust they place in you and be responsible with it. 5. The nature of the sport rewards bad habits… so you shouldn't. How many pilots have you witnessed just "make" it off launch. It could have been a potential disaster if they hadn't; but by virtue of the fact that they did, they are rewarded with a nice long flight. Will the pilot really sit down and objectively analyze his mistakes at launch after a successful flight, or will his operating parameters just widen increases his potential for bigger mistakes in the future? 6. For tandem pilots, "You'd better be able to perform just as well, if not better on your tandem, as compared to your solo." The only difference should be that you exhibit better judgment flying tandem. 7. Lead by example. Students and other pilots look up to you and maybe try to mimic your example. 8. You don't need to have an answer for every question from a student, but you should be responsible for finding one. 9. "Safe Progressions!" 10. You want your students to be constantly improving their skills and increasing their knowledge, because then flying becomes more comfortable and natural in the air. This means you will get more airtime, which is just awesome and a lot more fun. 11. SHOULDN'T WE TRY TO BECOME 100% COMFORTABLE IN EVERY ASPECT OF FLIGHT? This of course takes years of practice and you may never attain perfection. When you don't have to work so hard at flying you can enjoy the environment and surroundings more. When your skills improve; things like landings become more of a game, turbulence becomes predictable, and the only thing that scares you in big air is running out of film on the camera. 12. Unfortunately, there are bad students, and some people that just don’t belong in the sport. Maybe they have something to prove to the world, perhaps they just don’t listen, constantly pushing the limits, etc. It's worst when they have nothing to loose. Do yourself and your association a favor by not allowing them to become participants. Fundamental Blocks of Learning: 1. Checklists demonstrate a conscientious effort to be safe. a. Checklists are reproducible and insure a high level of safety if the pilots are methodical about their use. b. Preflight safety check of pilot, conditions, and equipment. c. Checklist for safety inspection of glider and layout. 2. Ground handling -the goal is mastery of the canopy on the ground, which will equates to the same in the air; forward inflations, reverse inflations, kiting, etc. Identifying wind direction at every stage of the game. Have your students constantly demonstrating canopy control. Launch simulations that emphasize the basics of good launch technique and good habit creation are a great way to do this. 3. Use weight shift and body control to manipulate your cg. Torrey Pines Gliderport & Air California Adventure, Inc. Tel: +1.858.452.9858 Web: http://www.flytorrey.com Torrey Pines Gliderport Articles 4. Brake application to regulate pitch and practice surge control. 5. Smooth acceleration with even strides. First Flights – communication on the radio should be kept to a minimum. Many instructors tend to over-communicate with the pilot. Establish a radio vocabulary with the students well before flight so miscommunication potential can be reduced. Launching and landing perfection! Keep the flights simple and short. 1. Launch transition – from ground, to air, to being seated in the harness is an area of weakness for many pilots. a. The last 50' of the landing approach is critical particularly flair timing. b. Before the flair; posture, harness exit, canopy control while suspended, and pilot point of focus should be considered. 2. Students should pay extra attention to the factors including; a. Wind velocity and direction. b. Wing files very well in the standing position in their harness or sitting. The student has control in each flight configuration. c. Simple turns which focus pilots on the surrounding environment (look, lean, then pull brake) help the student relax and be safe. d. Stay relaxed and aware during the launching and landing practice. Turn Efficiency This is about circles... paragliding is simple. 1. Turn in lift vs. sink. 2. Turn coordination so roll and yaw are smooth. 3. Turn coordination to separating the control axis of pitch, roll, and yaw. Landing Techniques Introduce landing as the critical component of the flight. Ultimately flying should be taught on the assumption the pilot may be required to land anywhere at anytime. A few things to practice that will support this assumption; 1. Spot landings extend or shorten glide path. 2. Side hill landing techniques. 3. Light down wind landings. 4. LZ inspection and strategy. 5. Landing approaches (aircraft, s-turns, 8’s, box) Canopy Awareness Understanding where the canopy is at all times and how it affects flight. This is sometimes referred to as active piloting or feeling the wing. 1. Being able to predict the canopies movement. 2. Understanding the affect the pilot may have based on his position relative to the wing. Torrey Pines Gliderport & Air California Adventure, Inc. Tel: +1.858.452.9858 Web: http://www.flytorrey.com Torrey Pines Gliderport Articles Surge control For safety and pleasant flights. 1. Utilization of pitch, roll, and yaw for precision in launch, turns, landing, thermals, soaring, etc. 2. Where is the canopy in relation to the wind, turbulence, lift, sink, etc.? Parameters and Operating Limitations Establish operating parameters and limitations for your students at every level of their instruction. Develop a method of checks so that you can continually test their progress and pilots have an objective system of self-evaluation. (Example: You will only be able to have your first flight, when you have successfully simulated 5 consecutive launches; with little or no canopy oscillation, premature lift off, or wing deflations. Won't it be nice to have such tremendous control of the wing that you instinctually know how to correct it without looking at the wing or pondering what needs to be done? That’s the kind of precision you want to develop.