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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.
Acute fatigue is characterized by:
• Inattention
• Distractibility
• Errors in timing
• Neglect of secondary tasks
8-5
Figure 8-3. Poor preparation leads to spotty coverage, misplaced
emphasis, unnecessary repetition, and a lack of confidence on the
part of the student. The instructor should always have a plan.
• Loss of accuracy and control
• Lack of awareness of error accumulation
• Irritability
Another form of fatigue is chronic fatigue which occurs when
　
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