NCAA Flight Instructor flashcards

32 cards. Read the term and the definition here. The deck at the top of this page is optional.

Definition of learning

Learning is a change in behaviour that results from experience. It is inferred from observable performance, not from what the student says they understand.

Laws of learning

Readiness, exercise, effect, primacy, recency, intensity, and freedom. Primacy means early impressions are hardest to change, so correct technique must be taught from the first lesson.

Levels of learning

Rote, understanding, application, and correlation. Correlation is the highest level, shown when the student links a manoeuvre to weather, traffic, and aircraft systems without prompting.

Demonstration-performance method

A five-step method: explanation, demonstration, student performance, instructor supervision, and evaluation. The demonstration must be correct, logically sequenced, and within the student's comprehension.

Lesson plan completion standards

Measurable criteria that define successful completion of a lesson, such as altitude within 100 feet and heading within 10 degrees. Without them, performance cannot be evaluated objectively.

Maslow in flight instruction

Physiological and safety needs, such as rest, food, and fear of flying, must be met before esteem and self-actualisation needs. Unmet lower needs reduce attention and retention.

Barriers to learning

Negative self-concept, fear, anxiety, impatience, and illness. Frustration appears as aggression, withdrawal, fixation, or resignation, and each response requires a different instructor approach.

Questioning technique

Use open questions for analysis and closed questions for quick confirmation. Allow three to five seconds of wait time and redirect the question instead of answering it yourself.

Error analysis sequence

Observe performance, compare with the standard, identify the deviation, determine whether the cause is knowledge, skill, or attitude, prescribe the correction, then re-test the manoeuvre.

Skill versus knowledge errors

Skill errors are cueing errors, such as looking at the wrong reference or correcting too late. Knowledge errors produce inconsistent performance across similar situations.

Hazardous attitudes

Anti-authority, impulsivity, invulnerability, machismo, and resignation. Each has a corresponding antidote, such as following the rules or recognising that taking chances is foolish.

Correcting the first error

In a new manoeuvre, correct the first error immediately before it becomes habit. In review manoeuvres, allow small errors to develop so the student practises self-correction.

Effective feedback structure

State the specific deviation, the standard, and the required action. Vague praise or vague correction does not change performance and may reinforce the error.

Ballooning on landing

Excess round-out or excess speed causes the aircraft to rise above the runway. Correct by reducing power, holding the pitch attitude, and allowing the aircraft to settle.

Bouncing and porpoising

Bouncing is excess sink rate at touchdown. Porpoising is a mishandled bounce where the nose pitches down and the next touchdown is harder; go around if it worsens.

Premature rotation

Rotating below the recommended speed produces a high pitch attitude with low airspeed and poor climb performance. Correct by holding the aircraft on the runway until the recommended speed.

Stall recovery standard

Reduce angle of attack, level the wings, and add full power. Relaxing back pressure alone without reducing angle of attack is not an acceptable recovery.

Training record entry

Record date, manoeuvre, deviation, correction, and re-test result. This supports the flight test recommendation and defends the instructor's judgement if performance is questioned.

Slow flight objective

Maintain control at a high angle of attack just above the stall warning, with coordinated rudder and power. It develops feel for control effectiveness and rudder authority.

Power-off stall recovery

Reduce angle of attack, add full power, level the wings, and return to the desired flight path. Recovery is initiated at the first indication, not after the break.

Steep turn technique

At 45 degrees bank, add power, apply back pressure to hold altitude, and use rudder to counter adverse yaw and overbanking. Roll out on the entry heading.

Turns around a point

Maintain a constant radius by varying bank with groundspeed. Bank is steepest with a tailwind and shallowest with a headwind, while altitude is held with power and pitch.

Short-field takeoff

Use full available runway, hold brakes, apply full power, rotate at the recommended speed, climb at Vx to clear the obstacle, then transition to Vy.

Short-field landing

Approach at 1.3 Vso or the POH speed, cross the threshold at the recommended height, touch down on the mains, retract flaps, and brake without skidding.

Go-around sequence

Apply full power, establish climb attitude, retract flaps in stages, and retract landing gear only after a positive rate of climb is confirmed.

Weight and balance effects

Forward CG increases stall speed and pitch force. Aft CG reduces stability and can make stall recovery impossible. Both must be checked against the envelope before flight.

Wake turbulence avoidance

Fly above the preceding aircraft's flight path and land beyond its touchdown point. On takeoff, rotate before its rotation point and climb above its flight path.

Flight instructor rating authority

Nig. CARs Part 2 governs personnel licensing. The NCAA issues the flight instructor rating, which is valid only while the licence and medical certificate remain valid.

Instructor rating prerequisites

Applicants must hold at least a commercial pilot licence with instrument rating, meet the experience requirements, and pass the knowledge and flight tests prescribed by the NCAA.

Class 1 medical requirement

A flight instructor must hold a valid Class 1 medical certificate. If it lapses, instructor privileges may not be exercised until the certificate is renewed.

Student solo endorsement

A student may not fly solo without the instructor's logbook endorsement and confirmation that the student is competent for that specific flight and conditions.

Accident notification duty

The instructor must notify the NCAA and the Accident Investigation Bureau within the timelines and format prescribed in the Nig. CARs, without delaying for internal reporting.