Anyone out there use the Sportys Maneuvers guides for private,instrument and commercial or the Flight Maneuver manuals by Deines? I have been looking at them in the Sportys catalog and wondering if they are any good. Especially for instrument students. Anyone out there seen them or use them?
Maneuvers guides
- Thread starter napalm747
- Start date
bdhill1979
Gone West
The airplane Flying handbook covers all of them very thoroughly and has pretty good graphical descriptions.
I actually made my own little maneuvers guide by copy and Pasting out of the AFH. I had it laminated and spiral bound and it goes with me on student training flights.
It wont let me attach a word file, how do I do that?
PM me your email and I will send it to you.
I actually made my own little maneuvers guide by copy and Pasting out of the AFH. I had it laminated and spiral bound and it goes with me on student training flights.
It wont let me attach a word file, how do I do that?
PM me your email and I will send it to you.
CoffeeIcePapers
Well-Hung Member
You can upload it to www.putfile.com and then post the link.
I like the visualized flight maneuvers book.
http://www.ap-store.com/asavfmhi2.html
SpiraMirabilis
Possible Subversive
I just wrote another one up for the 4 main airwork maneuvers for PPL students (stalls, slow flight, steep turns.)
What do you think? I try to seperate each maneuver into 3 different parts. Configuration, Execution and Recovery but that is just my personal thing -- I discovered it helps students who have a tendency to skip part of something and it also keeps things somewhat standardized.
What do you think? I try to seperate each maneuver into 3 different parts. Configuration, Execution and Recovery but that is just my personal thing -- I discovered it helps students who have a tendency to skip part of something and it also keeps things somewhat standardized.
Nihon_Ni
Well-Known Member
I like your guide. I also break maneuvers into 3 steps.
Here's my $.02 for you -- do with it as you wish:
I like the way you incorporate landing and cruise checklists into your maneuvers. (I may steal that one from you.)
The PTS says to accelerate to Vx or Vy and/or the appropriate pitch attitude prior to final flap retraction, so I use that in the recovery step for slow flight and stalls. You say that for power-off stall recovery, but not for slow flight.
For all maneuvers except power-on stalls, I teach pilots to return to the altitude, heading, and airspeed we were at prior to starting the maneuver. (Normally, that's cruise configuration.) For the power-on stall, I like to see them return to heading and establish a normal Vy climb following recovery then level off 100-200 feet higher than recovery and set up cruise conditions.
I wouldn't describe steep turns as self-clearing. I know what you are saying, but students may not read it the same way. Besides, they really aren't self-clearing, especially in a high-wing airplane like the C-152. They still should lift the wing and look under it prior to turning, and keep scanning ahead of the flight path for traffic.
FWIW, I teach traffic clearing and geographical area & heading selection as part of every maneuver. I live on an island, so I don't want them to go wandering out over the ocean beyond power off glide range if it's not necessary. Our practice areas are also in/under a Class B, so traffic clearing is really important. My goal is to give them this responsiblity instead of blindly following my suggested headings, altitudes, and locations. I'm training them to be the PIC, not just the flight control manipulator. In my experience, pilots normally defer command duties to the CFI when there's one aboard. (I have this bad habit myself--it's just too easy to follow instructions from the guy who is checking you out.) I've found that command responsibility is one of the hardest things to teach, and this is my technique for helping the process. Like any other skill, this allows them to practice pilot in command while I am still there to supervise. (Sometimes I'll give them a heading that will take them into a cloud to see what they will do. It makes for a good debrief if they just follow my instruction and turn toward the cloud.) When I was a young CFI I didn't know how to teach the art of command, and my students had to learn it while solo and after they were rated. I've come to think of it as one of my primary responsibilities. In the end, it doesn't matter if a pilot can perform a steep turn, so long as he can get through his check ride. It does matter that he knows how to command his flight. He will have to do that on every flight.
I now yield my soap box...
Here's my $.02 for you -- do with it as you wish:
I like the way you incorporate landing and cruise checklists into your maneuvers. (I may steal that one from you.)
The PTS says to accelerate to Vx or Vy and/or the appropriate pitch attitude prior to final flap retraction, so I use that in the recovery step for slow flight and stalls. You say that for power-off stall recovery, but not for slow flight.
For all maneuvers except power-on stalls, I teach pilots to return to the altitude, heading, and airspeed we were at prior to starting the maneuver. (Normally, that's cruise configuration.) For the power-on stall, I like to see them return to heading and establish a normal Vy climb following recovery then level off 100-200 feet higher than recovery and set up cruise conditions.
I wouldn't describe steep turns as self-clearing. I know what you are saying, but students may not read it the same way. Besides, they really aren't self-clearing, especially in a high-wing airplane like the C-152. They still should lift the wing and look under it prior to turning, and keep scanning ahead of the flight path for traffic.
FWIW, I teach traffic clearing and geographical area & heading selection as part of every maneuver. I live on an island, so I don't want them to go wandering out over the ocean beyond power off glide range if it's not necessary. Our practice areas are also in/under a Class B, so traffic clearing is really important. My goal is to give them this responsiblity instead of blindly following my suggested headings, altitudes, and locations. I'm training them to be the PIC, not just the flight control manipulator. In my experience, pilots normally defer command duties to the CFI when there's one aboard. (I have this bad habit myself--it's just too easy to follow instructions from the guy who is checking you out.) I've found that command responsibility is one of the hardest things to teach, and this is my technique for helping the process. Like any other skill, this allows them to practice pilot in command while I am still there to supervise. (Sometimes I'll give them a heading that will take them into a cloud to see what they will do. It makes for a good debrief if they just follow my instruction and turn toward the cloud.) When I was a young CFI I didn't know how to teach the art of command, and my students had to learn it while solo and after they were rated. I've come to think of it as one of my primary responsibilities. In the end, it doesn't matter if a pilot can perform a steep turn, so long as he can get through his check ride. It does matter that he knows how to command his flight. He will have to do that on every flight.
I now yield my soap box...
SpiraMirabilis
Possible Subversive
You make some very good and insightful points... I think I'll revise my guide a bit based on them.
You also touch upon the fact that I heartily agree with now after 600 hours of dual given or so (older and wiser? Older anyway.) These maneuvers that we teach them are really just hoops they have to jump through. Certainly learning to perform stalls gives one experience on stall avoidance in normal flight just as steep turns give experience on a high performance maneuver and slow flight gives experience in flight at minimum controllable airspeeds -- all of that is important, I'll grant but if you think about it is all the extremities of flight. How often is a pilot going to stall that isn't in a check flight of some sort? Our answer is, of course: hopefully not very often -- but they're going to have to be in command of their aircraft every second of every flight.
When I first got my CFI ticket and got students I too could not teach this nebulous concept very well. It was like trying to teach common sense, how could I do that? So, instead I focused on teaching my students how to fly the airplane not how to pilot/command it. I mean, they passed their checkrides because they could demonstrate all the maneuvers in the PTS within standards but huh, makes you wonder.
I've altered my teaching strategy since then. I ask a lot more questions than I answer (socratic method?) and I try to rarely allow myself to make a decision for my student after the first few flights (i try to wean them off my immediate presence in the cockpit.) I say: You make the decision, if it is incorrect -- we will correct it and talk about it later, no big deal. I've gone as far as pretending not to know anything when a student turns to look at me with those huge bambi eyes when ATC asks him to do something or he or she isn't sure about something. (Them: 'Uhh... I'm supposed to descend to TPA now, right?' Me: 'These knobs and buttons sure are cool, what does this red one do?')
You also touch upon the fact that I heartily agree with now after 600 hours of dual given or so (older and wiser? Older anyway.) These maneuvers that we teach them are really just hoops they have to jump through. Certainly learning to perform stalls gives one experience on stall avoidance in normal flight just as steep turns give experience on a high performance maneuver and slow flight gives experience in flight at minimum controllable airspeeds -- all of that is important, I'll grant but if you think about it is all the extremities of flight. How often is a pilot going to stall that isn't in a check flight of some sort? Our answer is, of course: hopefully not very often -- but they're going to have to be in command of their aircraft every second of every flight.
When I first got my CFI ticket and got students I too could not teach this nebulous concept very well. It was like trying to teach common sense, how could I do that? So, instead I focused on teaching my students how to fly the airplane not how to pilot/command it. I mean, they passed their checkrides because they could demonstrate all the maneuvers in the PTS within standards but huh, makes you wonder.
I've altered my teaching strategy since then. I ask a lot more questions than I answer (socratic method?) and I try to rarely allow myself to make a decision for my student after the first few flights (i try to wean them off my immediate presence in the cockpit.) I say: You make the decision, if it is incorrect -- we will correct it and talk about it later, no big deal. I've gone as far as pretending not to know anything when a student turns to look at me with those huge bambi eyes when ATC asks him to do something or he or she isn't sure about something. (Them: 'Uhh... I'm supposed to descend to TPA now, right?' Me: 'These knobs and buttons sure are cool, what does this red one do?')