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Worry or lack of interest has a detrimental effect on learning. Students who are worried or emotionally upset are not ready to learn and derive little benefit from instruction. Worry or
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distraction may be due to student concerns about progress in the training course, or may stem from circumstances completely unrelated to their instruction. Significant emotional upsets may be due to personal problems, psychiatric disturbances, or a dislike of the training program or the instructor.
The experiences of students outside their training activities affect behavior and performance in training; the two cannot be separated. When students begin flight training, they bring with them their interests, enthusiasms, fears, and troubles. The instructor cannot be responsible for these outside diversions, but cannot ignore them because they have a critical effect on the learning process. Instruction must be keyed to the utilization of the interests and enthusiasm students bring with them, and to diverting their attention from their worries and troubles to learning the tasks at hand. This is admittedly difficult, but must be accomplished if learning is to proceed at a normal rate.
Worries and emotional upsets that result from a flight training course can be identified and addressed. These problems are often due to inadequacies of the course or of the instructor. The most effective cure is prevention. The instructor must be alert and ensure the students understand the objectives of each step of their training, and that they know at the completion of each lesson exactly how well they have progressed and what deficiencies are apparent. Discouragement and emotional upsets are rare when students feel that nothing is being withheld from them or is being neglected in their training.Physical Discomfort, Illness, Fatigue, and Dehydration
Physical discomfort, illness, and fatigue will materially slow the rate of learning during both classroom instruction and flight training. Students who are not completely at ease, and whose attention is diverted by discomforts such as the extremes of temperature, poor ventilation, inadequate lighting, or noise and confusion, cannot learn at a normal rate. This is true no matter how diligently they attempt to apply themselves to the learning task.
A minor illness, such as a cold, major illness, or injury, interferes with the normal rate of learning. This is especially important for flight instruction. Most illnesses adversely affect the acuteness of vision, hearing, and feeling, all of which are essential to correct performance.
Airsickness can be a great deterrent to flight instruction. A student who is airsick or bothered with incipient airsickness is incapable of learning at a normal rate. There is no sure cure for airsickness, but resistance or immunity usually can be developed in a relatively short period of time. An instructional flight should be terminated as soon as incipient sickness is experienced. As the student develops immunity, flights can be increased in length until normal flight periods are practicable.
Keeping students interested and occupied during flight is a deterrent to airsickness. They are much less apt to become airsick while operating the controls themselves. Rough air and unexpected abrupt maneuvers tend to increase the chances of airsickness. Tension and apprehension apparently contribute to airsickness and should be avoided.Fatigue
Fatigue is one of the most treacherous hazards to flight safety as it may not be apparent to a pilot until serious errors are made. Fatigue can be either acute (short-term) or chronic (long-term). Acute fatigue, a normal occurrence of everyday living, is the tiredness felt after long periods of physical and mental strain, including strenuous muscular effort, immobility, heavy mental workload, strong emotional pressure, monotony, and lack of sleep.
Acute fatigue caused by training operations may be physical or mental, or both. It is not necessarily a function of physical robustness or mental acuity. The amount of training any student can absorb without incurring debilitating fatigue varies. Generally speaking, complex operations tend to induce fatigue more rapidly than simpler procedures do, regardless of the physical effort involved. Fatigue is the primary consideration in determining the length and frequency of flight instruction periods and flight instruction should be continued only as long as the student is alert, receptive to instruction, and is performing at a level consistent with experience.
It is important for a CFI to be able to detect fatigue, both in assessing a student’s substandard performance early in a lesson, and also in recognizing the deterioration of performance. If fatigue occurs as a result of application to a learning task, the student should be given a break in instruction and practice.
A CFI who is familiar with the signs indicative to acute fatigue will be more aware if the student is experiencing them. The deficiencies listed below are apparent to others before the individual notices any physical signs of fatigue.
　
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