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often enough to achieve the level of proficiency established
in the lesson objectives. Since this is a learning phase rather
than an evaluation phase of the training, errors or unsafe
practices should be identified and corrected in a positive and
timely way. In some cases, the student is not able to meet
the proficiency level specified in the lesson objectives within
the allotted time. When this occurs, the instructor should be
prepared to schedule additional training.
Positive Exchange of Flight Controls
Positive exchange of flight controls is an integral part of flight
training. It is especially critical during the demonstrationperformance method of flight instruction. Due to the
importance of this subject, the following discussion provides
guidance on the recommended procedure to use for the
positive exchange of flight controls between pilots when
operating an aircraft.
8-9
1. When the flight instructor wishes the student
to take control of the aircraft, the instructor
says to the student,
“You have the flight controls.”
Positive Exchange of Flight Controls
2. The student acknowledges immediately by
saying,
“I have the flight controls.”
3. The flight instructor again says,
“You have the flight controls.”
Figure 8-6. During this procedure, a visual check is recommended
to see that the other person actually has the flight controls. When
returning the controls to the instructor, the student should follow
the same procedure the instructor used when giving control to the
student. The student should stay on the controls and keep flying the
aircraft until the instructor says, “I have the flight controls.”There
should never be any doubt about who is flying the aircraft.
incredibly strong and usually exhibit reactions inappropriate
to the situation. If a recovery is necessary, there is absolutely
nothing to be gained by having the student on the controls
and having to fight for control of the aircraft. students should
never be allowed to exceed the flight instructor’s limits. Flight
instructors should not exceed their own ability to perceive
a problem, decide upon a course of action, and physically
react within their ability to fly the aircraft.
Sterile Cockpit Rule
Commonly known as the “sterile cockpit rule,” Title 14 of
the Code of Federal Regulations (14 CFR) section 121.542
requires flight crewmembers to refrain from nonessential
activities during critical phases of flight. As defined in
the regulation, critical phases of flight are all ground
operations involving taxi, takeoff, and landing, and all other
flight operations below 10,000 feet except cruise flight.
Nonessential activities include such activities as eating,
reading a newspaper, or chatting. A series of aircraft accidents
caused by flight crews who were distracted from their flight
duties during critical phases of the flight caused the FAA to
propose the rule. While the regulation grew out of accidents
in the airline industry, it holds true for the entire aviation
community. Pilots can improve flight safety significantly
by reducing distractions during critical phases of flight. It is
important the flight instructor not only teach the concept of
a sterile cockpit, but also model such behavior during flight
instruction.
Use of Distractions
National Transportation Safety Board (NTSB) statistics
reveal that most stall/spin accidents occurred when the pilot’s
attention was diverted from the primary task of flying the
aircraft. Sixty percent of stall/spin accidents occurred during
takeoff and landing, and twenty percent were preceded by
engine failure. Preoccupation inside or outside the flight deck
while changing aircraft configuration or trim, maneuvering
to avoid other traffic, or clearing hazardous obstacles during
takeoff and climb could create a potential stall/spin situation.
The intentional practice of stalls and spins seldom resulted in
an accident. The real danger was inadvertent stalls induced
by distractions during routine flight situations.
Pilots at all skill levels should be aware of the increased risk
of entering into an inadvertent stall or spin while performing
tasks that are secondary to controlling the aircraft. The
FAA has established a policy for use of certain distractions
on practical tests for pilot certification. The purpose is to
determine that applicants possess the skills required to cope
　
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