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In order for a student to self-examine behaviors during flight, he or she must be taught the potential risks caused from hazardous attitudes and, more importantly, the antidote for each. [Figure 8-9] For example, if a student has an easy time with flight training and seems to understand things very quickly, there may be a potential for that student to have a “macho” hazardous attitude. A successful CFI points out
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Stressors
Physical StressConditions associated with the environment, such as temperature and humidity extremes, noise, vibration, and lack of oxygen.Physiological StressPhysical conditions, such as fatigue, lack of physical fitness, sleep loss, missed meals (leading to low blood sugar levels), and illness.Psychological StressSocial or emotional factors, such as a death in the family, a divorce, a sick child, or a demotion at work. This type of stress may also be related to mental workload, such as analyzing a problem, navigating an aircraft, or making decisions.
Figure 8-10. Three types of stressors that can affect pilot performance.
Hazardous Attitude
AntidotesMachoSteve often brags to his friends about his skillsas a pilot and how close to the ground he flies.During a local pleasure flight in his single-engine airplane, he decides to buzz some friends barbecuing at a nearby park.Anti-authorityAlthough he knows that flying so low to the ground is prohibited by the regulations, he feels that the regulations are too restrictive insome circumstances.InvulnerabilitySteve is not worried about an accident sincehe has flown this low many times before and he has not had any problems.ImpulsivityAs he is buzzing the park, the airplane does not climb as well as Steve had anticipated and,without thinking, he pulls back hard on the yoke. The airspeed drops and the airplane is close to stalling as the wing brushes a power line.ResignationAlthough Steve manages to recover, the wingsustains minor damage. Steve thinks to himself,“It doesn’t really matter how much effort I putin—the end result is the same whether I reallytry or not.”Taking chances is foolish.Follow the rules. They are usually right.It could happen to me.Not so fast. Think first.I’m not helpless. I can make a difference.
Figure 8-9. Students in training can be asked to identify hazardous attitudes and the corresponding antidotes when presented with flight scenarios.
the potential for the behavior and teaches the student the antidote for that attitude. Hazardous attitudes need to be noticed immediately and corrected with the proper antidote to minimize the potential for any flight hazard. Stress Management
Learning how to recognize and cope with stress is another effective ADM tool. Stress is the body’s response to demands placed upon it. These demands can be either pleasant or unpleasant in nature. The causes of stress for a pilot can range from unexpected weather or mechanical problems while in flight to personal issues unrelated to flying. Stress is an inevitable and necessary part of life; it adds motivation and heightens an individual’s response to meet any challenge.
Everyone is stressed to some degree all the time. A certain amount of stress is good since it keeps a person alert and prevents complacency. However, the effects of stress are cumulative and, if not coped with adequately, they eventually add up to an intolerable burden. Performance generally increases with the onset of stress, peaks, and then begins to fall off rapidly as stress levels exceed a person’s ability to cope. The ability to make effective decisions during flight can be impaired by stress. Factors, referred to as stressors, can increase a pilot’s risk of error in the flight deck. [Figure 8-10]
One way of exploring the subject of stress with a student is to recognize when stress is affecting performance. If a student seems distracted, or has a particularly difficult time accomplishing the tasks of the lesson, the instructor can query the student. Was the student uncomfortable or tired during the flight? Is there some stress in another aspect of the student’s life that may be causing a distraction? This may prompt the student to evaluate how these factors affect performance and judgment. The instructor should also try to determine if there are aspects of pilot training that are causing excessive amounts of stress for the student. For example, if the student consistently makes a decision not to fly, even though weather briefings indicate favorable conditions, it may be due to apprehension regarding the lesson content. Stalls, landings, or an impending solo flight may cause concern. By explaining a specific maneuver in greater detail or offering some additional encouragement, the instructor may be able to alleviate some of the student’s stress.
To help students manage the accumulation of life stresses and prevent stress overload, instructors can recommend several techniques. For example, including relaxation time in a busy schedule and maintaining a program of physical fitness can help reduce stress levels. Learning to manage time more effectively can help pilots avoid heavy pressures imposed by getting behind schedule and not meeting deadlines. While these pressures may exist in the workplace, students may
　
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