by Michael C. Love
When pilots think about aerobatics, quite often images of Sean D. Tucker or Patty Wagstaff tossing their planes around the sky at EAA AirVenture in Oshkosh, Wis. come to mind. We have the vision of a tumbling aircraft trailing smoke and the engine singing out its high rpm song. Audiences hold their collective breath as they watch these high-performance machines and their pilots execute seemingly impossible maneuvers, wondering what it would be like to fly a plane like that.
Believe it or not, aerobatics are not only for air show pilots; you can experience the fun of aerobatic flight very easily. Pilots decide to learn aerobatics for a number of reasons that can range from wanting to become more comfortable with unusual attitude recovery, to a curiosity about what they see at air shows. Any reason is a good one and in the end, everyone has fun learning to fly an airplane through aerobatic maneuvers.
The first question many prospective aerobatic students ask is, “What’s learning aerobatics like?” Aerobatics is like going on the best roller coaster ride in the world, and you get to control what it does. You get to see the world from a very different perspective. There is nothing like looking up and seeing the ground! During the course of learning aerobatics you also begin to understand what airplanes are actually capable of and how they behave beyond the 45-degree bank steep turns we do during that flight review every two years. As you gain experience with aerobatic maneuvers and unusual attitudes, training stalls lose the mystique that surrounded them during Private Pilot training, and spins become just another maneuver in an airplane.
The second question I often hear is, “Will I be able to handle the G forces during an aerobatic maneuver?” The answer to that is a resounding yes! First, let’s talk a little about what Gs are, and what they do to the body.
When we are sitting in a chair, we are under one force of gravity, or 1 G. When we do a 60-degree bank in a level, coordinated turn, we are pulling 2 Gs. As we experience G forces greater than 1 G, we notice that we are pushed down slightly into the seat of the plane. During an aerobatic maneuver the Gs also cause the blood to pool in our lower body. By tensing our muscles we can reduce this pooling and the body quickly adapts to the sensations of aerobatics and Gs become such a natural part of aerobatic flying that we don’t even notice them as training progresses.
Aerobatic training has a curriculum, just like any pilot rating, beginning with the fundamental maneuvers. I like to start students out with the most basic maneuver of all, the “aileron roll.” This roll results in pulling no more than 2 Gs and always ends with a huge smile on the student’s face.
After the aileron roll the next maneuver the student learns is the “loop.” The loop is a big, graceful maneuver that everyone really enjoys. These two maneuvers, the roll and the loop, are the foundation for many more advanced aerobatic maneuvers. By combining the roll and loop, we can execute Immelmans, Cuban 8s, Reverse Cuban 8s and a host of other aerobatic maneuvers.
For those who continue aerobatic training, we eventually progress to performing aerobatic sequences. Aerobatic sequences are what we see air show performers do at an air show. This involves doing a series of maneuvers one after the other, and teaches the student to manage airspeed and energy as they progress from one maneuver to the next.
Using the Cessna 152 Aerobat I teach in at Morey Airplane Company, Middleton, Wisconsin, we start at a relatively high altitude and begin with a maneuver that will result in sufficient airspeed for the following technique. Typically the first maneuver is a one-turn spin. The next maneuver is often a looping technique of some type, like a normal loop or an avalanche (loop with a snap roll at the top). From there we can do additional aerobatic maneuvers as long as we have sufficient altitude and airspeed to complete them.
Aerobatic students always have a great time as they begin to string maneuvers together. It is a true sense of accomplishment when they fly through a series of five or six techniques knowing what the aircraft’s attitude, altitude and airspeed are through the entire sequence.
For those interested in strictly unusual attitude training, the curriculum is somewhat different. We do not focus as much on specific aerobatic maneuvers, but more on how to get an airplane back to straight and level flight as safely and quickly as possible. The roll is the best maneuver for getting an aircraft upright after an accidental upset to inverted flight. During the initial stages of unusual attitude recovery, the student learns how to roll the plane. When the student is proficient at complete rolls, unusual attitudes are introduced to teach the student how to recover back to the upright position. The aircraft is placed in an unusual attitude by the instructor, at which point the student takes the controls and returns the plane to an upright attitude. This type of training is a real confidence builder for those that are concerned about wake turbulence and the effects it can have on a plane, and those pilots who want to understand how an aircraft behaves past a 45-degree bank.
One of the common misconceptions I have encountered from students during training is that pilots believe if they are inverted, they can do a half loop to the upright by pulling the nose through from inverted flight to get back to level flight. There are two problems associated with this type of recovery from an accidental upset.
First, at normal cruise speeds the plane will gain speed so quickly in this half loop maneuver that you are likely to over stress the aircraft causing potential damage that may result in the wings leaving the plane.
Second, if you are landing and find yourself suddenly inverted, you will likely not have enough altitude to complete the half loop before you impact the ground. Ultimately, unusual attitude training will help the student understand that the plane is still controllable in unusual attitudes and can be safely recovered to normal flight if they understand the correct procedures for the recovery.
Spin training should be part of the curriculum for both aerobatic and unusual attitude training. Spins are viewed by many pilots as an uncontrolled maneuver that a pilot is lucky to recover from. In reality, spins are no different, nor any more dangerous, than any technique you learned as a private pilot, as long as you receive proper training in an aircraft approved for spins. By knowing how to intentionally enter a spin, a pilot better understands how to avoid an accidental one.
Essentially, a spin is entered through an uncoordinated stall, which is why your primary flight instructor stressed keeping the ball centered during turns and stalls. This lack of coordination results in a yawing motion during the stall, which ultimately causes spin entry. Recovery from a spin is accomplished by making sure the power is at idle, the ailerons are neutral, full opposite rudder to the direction of the spin is applied, and forward elevator is initiated. When the aircraft stops its rotation, the rudders are neutralized and the nose is raised back to level flight. At that point power can be applied again and the airplane can be flown back to altitude.
In my experience as a flight instructor teaching spins, the student’s anticipation of the spin is reduced through a thorough briefing about not only how to enter and recover from the spin, but also what they can expect to see and feel before, during and after the spin.
I had one gentleman come to me for training, very nervous about executing spins, but determined to do it. We spent a great deal of time briefing the flight, which was also to include aileron rolls and loops. We focused on the rolls and loops first, waiting to execute spins until later in the flight. When we finally did the first spin, it was very anticlimactic; his comment being, it was very benign after rolls and loops.
I absolutely enjoy spins and try to infuse my students with the enthusiasm I have for them during the briefing and flight. I firmly believe every pilot should at least receive fundamental spin training to the point that they understand how to enter and recover from spins. I used to fly a Pitts Special S2-B, training pilots in not only aerobatics, but also spins. The Pitts Special is such a capable aircraft, I taught not only upright spins, but also inverted spins. I also taught accelerated spins, crossover spins and upright and inverted flat spins. For pilots that want to get into advanced aerobatics, this type of spin training is essential to safe flying.
At this point I’m sure you’re excited and want to know more about what to do to begin training. Some things to consider as you look around for a flight school is: Does the flight school have the proper aircraft and safety equipment? Are the flight instructors qualified?
Aerobatic training is a unique undertaking and requires specialized aircraft. The planes most pilots fly are certified in the Normal Category, which by definition excludes aerobatic maneuvers. An aircraft certified in the Aerobatic Category is capable of withstanding up to 6 positive Gs and 3 negative Gs. The Cessna 152 Aerobat I teach in looks like any other Cessna 152, but it is built with heavier structures and is a much stronger aircraft than its cousins. How well the aircraft is maintained is also a consideration you should keep in mind. Some older aircraft like the Citabria were originally built with wood spars that over the years have caused problems as the aircraft ages. As you look around at potential trainers, ask if the spars of some of these trainers have been upgraded to metal spars. As far as safety equipment goes, you will want to make sure they use parachutes during training. The FAA requires that parachutes be repacked every 180 days, so you’ll want to be certain that you check the repacking on the parachute before you fly.
The right flight instructor is as important as the aircraft and safety equipment when you look for aerobatic or unusual attitude training. As with any instruction, it’s best if your personalities are compatible. If you have to sit in close confines with someone, it’s best that you get along well with them. Find out what the instructor’s aerobatic background is, as well. How long have they been doing it, and how many hours of aerobatic time do they have? If an instructor has participated in aerobatic competitions or performed in air shows, that demonstrates a level of proficiency that you should be looking for. Experience in competitions or air shows requires judging of a pilot’s aerobatic performance and skills and to at least some degree shows a level of proficiency.
Flying air shows requires the performer to fly his/her routine in front of a designated examiner who then judges them as competent and safe to perform aerobatics at lower altitudes in an air show. Air show performers are also observed by the FAA every time they fly at an air show, again demonstrating some level of competency. There is no FAA aerobatic instructor certification, so asking these questions will give you some level of confidence in your potential instructor’s aerobatic background.
Once you have found the right school and instructor, the training you receive will not only make you a safer pilot, but you’ll have fun in the process and that is ultimately what this training should be about. If you are interested in finding out more about spin training, unusual attitude training or aerobatic training, feel free to contact me at Morey Airplane Company by calling 608-836-1711.You can also find a brief video of what aerobatic training is like by visiting www.moreyairport.com.
EDITOR’S NOTE: Michael Love is a flight instructor and charter pilot. He began flying at age 15, and aerobatics at age 16. He has been competing in aerobatics since 1990, and flew his first air show in 1991 in a Pitts Special S2-B. He currently flys a Yak 52 in air shows in Wisconsin and Illinois. Love holds SEL, MEL, CFII, and A&P Certificates.
To contact Michael Love: michael_c_love@tds.net
August/September 2010 Midwest Flyer Magazine
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