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there is not enough time for a full recovery from repeated
episodes of acute fatigue. Chronic fatigue’s underlying cause
is generally not “rest-related” and may have deeper points
of origin. Therefore, rest alone may not resolve chronic
fatigue.
Chronic fatigue is a combination of both physiological
problems and psychological issues. Psychological problems
such as financial, home life, or job-related stresses cause a
lack of qualified rest that is only solved by mitigating the
underlying problems before the fatigue is solved. Without
resolution, human performance continues to fall off, and
judgment becomes impaired so that unwarranted risks may be
taken. Recovery from chronic fatigue requires a prolonged and
deliberate solution. In either case, unless adequate precautions
are taken, personal performance could be impaired and
adversely affect pilot judgment and decision-making.
Dehydration and Heatstroke
Dehydration is the term given to a critical loss of water from
the body. Dehydration reduces a pilot’s level of alertness,
producing a subsequent slowing of decision-making
processes or even the inability to control the aircraft. The
first noticeable effect of dehydration is fatigue, which in
turn makes top physical and mental performance difficult,
if not impossible. Flying for long periods in hot summer
temperatures or at high altitudes increases susceptibility to
dehydration since dry air at high altitudes tends to increase the
rate of water loss from the body. If this fluid is not replaced,
fatigue progresses to dizziness, weakness, nausea, tingling of
hands and feet, abdominal cramps, and extreme thirst.
Heatstroke is a condition caused by any inability of the body
to control its temperature. Onset of this condition may be
recognized by the symptoms of dehydration, but also has
been known to be recognized only by complete collapse. To
prevent these symptoms, it is recommended that an ample
supply of water be carried and used at frequent intervals
on any long flight, whether the pilot is thirsty or not. If the
airplane has a canopy or roof window, wearing light-colored,
porous clothing and a hat helps provide protection from the
sun. Keeping the flight deck well ventilated aids in dissipating
excess heat.
Apathy Due to Inadequate Instruction
Students can become apathetic when they recognize that
the instructor has made inadequate preparations for the
instruction being given, or when the instruction appears to
be deficient, contradictory, or insincere. To hold the student’s
interest and to maintain the motivation necessary for efficient
learning, well-planned, appropriate, and accurate instruction
must be provided. Nothing destroys a student’s interest as
quickly as a poorly organized period of instruction. Even
an inexperienced student realizes immediately when the
instructor has failed to prepare a lesson. [Figure 8-3]
Instruction may be overly explicit and so elementary it fails to
hold student interest, or it may be so general or complicated
that it fails to evoke the interest necessary for effective
learning. To be effective, the instructor must teach for the
level of the student. The presentation must be adjusted to
be meaningful to the person for whom it is intended. For
example, instruction in the preflight inspection of an aircraft
should be presented quite differently for a student who is a
skilled aircraft maintenance technician (AMT) compared to
the instruction on the same operation for a student with no
previous aeronautical experience. The instruction needed in
each case is the same, but a presentation meaningful to one
of these students might not be appropriate for the other.
Poor instructional presentations may result not only from poor
preparation, but also from distracting mannerisms, personal
untidiness, or the appearance of irritation with the student.
Creating the impression of talking down to the student is one
of the fastest ways for an instructor to lose student confidence
and attention. Once the instructor loses student confidence,
it is difficult to regain, and the learning rate is unnecessarily
diminished.
Anxiety
Student anxiety may place additional burdens on the
instructor. This frequently limits the student’s perceptive
ability and retards the development of insights. The student
8-6
Explanation
Demonstration
Student Performance with Instructor Supervision
Evaluation
Demonstration-Performance Method
Figure 8-4. The demonstration-performance method of teaching
　
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