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aking 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.HAZARDOUS ATTITUDESANTIDOTESMacho—Brenda often brags to her friends about her skills as a pilot and wants to impress them with her abilities. During her third solo flight she decides to take a friend for a balloon ride.Anti-authority—In the air, she thinks “It’s great to be up here without an instructor criticizing everything I do. His do-it-by-the-book attitude takes all of the fun out of flying.”Invulnerability—Brenda soon realizes that the winds are much stronger than she had thought and in a different direction than forecast. But she feels confident that her skill will still allow a long flight from the launch site so she can show her friend the countryside. She thinks, “It’s no more difficult than many of the flights with my instructor.”Impulsivity—While flying low over a neighborhood preparing to land, Brenda notices a number of adults and children in the middle of the street watching the balloon pass overhead. She decides to descend even lower, to rooftop level, to impress both the spectators and Sarah, her passenger. As she levels out, she notices the power lines running just below the treetops and narrowly misses one of them. Resignation—At the end of a local flight, Brenda does not adequately plan for a fast, hard landing. She fails to vent sufficiently on touchdown, and ends up draping the balloon envelope over the trees on the far edge of the landing area, with no damage. As she and her passenger exit the balloon, she says to herself, “Oh well, it’s all part of learning to fly."Figure 1-6. Hazardous Attitudes.
Figure 1-5. A pilot must be able to identify hazardous attitudes and apply the appropriate antidote when needed.
2. The student acknowledges immediately by saying, “I have the flight controls.”
3. The flight instructor confirms transfer of controls by saying, “You have the flight controls.”
Both the flight instructor and student pilot should make a visual check to ensure the designated person actually has the flight controls. When the student pilot wishes to return the controls to the flight instructor, he or she follows the same procedure and stays on the controls until the flight instructor says, “I have the flight controls.” There should never be any doubt as to who is in control of the balloon. The establishment of positive transfer of control during initial training ensures the formation of a good flying habit. Aeronautical Decision-Making
Aeronautical decision-making (ADM) is a systematic approach to the mental process used by pilots to consistently determine the best course of action in response to a given set of circumstances. Learning effective ADM skills can help a pilot offset the one unchanging factor that remains despite all the changes in improved flight safety—the human factor. It is estimated that 90 percent of balloon accidents are human factors related.
ADM builds on the foundation of conventional decision-making, but enhances the process to decrease the probability of pilot error. ADM provides a structure to analyze changes that occur during a flight and determine how these changes might affect a flight’s safe outcome. This process includes identifying personal attitudes hazardous to safe flight, learning to recognize and cope with stress, developing risk assessment skills, and evaluating the effectiveness of one’s ADM skills.Hazardous Attitudes and Antidotes
A hazardous attitude, which contribute to poor pilot judgment, can be effectively counteracted by redirecting that hazardous attitude so that correct action can be taken. Recognition of a hazardous thought is the first step toward neutralizing it. After recognizing a thought as hazardous, the pilot should label it as hazardous, then state the corresponding antidote. The antidotes for each hazardous attitude should be memorized so it automatically comes to mind when needed. Each hazardous attitude with its appropriate antidote or learning modification is shown in Figure 1-5.
Learning How To Recognize and Cope With Stress
An important component of the ADM system is the ability to recognize stress. Stress is a term used to describe the body’s nonspecific response to demands placed on it. Stress can be emotional, physical, or behavioral, and it is important for a pilot to become knowledgeable about stress and how to cope with it.
Developing Risk Assessment Skills
An examination of the National Transportation Safety Board (NTSB) reports and other accident research can help a pilot to assess risk more effectively. For example, studies indicate the types of flight activities that are most likely to result in the most serious accidents. For balloons, landing accidents consistently account for over 90 percent of the total number of accidents in any given year.
　
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