CONTENTS

Page
Introduction.

Amendment Record Sheet.

ii
EXERCISE

Ex. 1

Familiarisation

11

Ex. 2

Effects Of Controls

21

Ex. 3

Speed and Power Changes

31

Ex. 4

Level Flight, Climbing, Descending and Turns

41

Ex. 5

Hovering

51

Ex. 6

Hover Manoeuvres and Taxying

61

Ex. 7

Take Off and Landing

71

Ex. 8

Autorotation

81

Ex. 9

Practice Force Landing

91

Ex. 10

Circuits

10 1

Ex. 11

Single Engine Landings

11 1

Ex. 12

Low Flying

12 1

Ex. 13

Limited Power Operations

13 1

Ex. 14

Downwind Transitions

14 1

Ex. 15

Sloping Ground

15 1

Ex. 16

Confined Area Operations

16 1

Ex. 17

Underslung

17 1

Ex. 18

Winching (Dry / Wet0

18 1

Ex. 19

Navigation

19 1

Ex. 20

Instrument Flying

20 1

Ex. 21

Night Flying

21 1

Ex. 22

High Altitude / Mountain Flying

22 1

INTRODUCTION
1.
This publication is an authoritative guideto basic helicopter instructor in Nuri ( S 61A-4 ) aircraft.
The recommendation sequence of air exercises is based upon considerable helicopter flying instruction.
However, the book is not intended as a substitute for individual instructors initiative, nor is not essential,
therefore for each lesson to follow the precise form or order of sequence shown in this book. It may better
suit a particular syllabus if all or parts of more than one exercise are combined in one lesson, or it may be
necessary to breakdown and exercise over more than one lesson. The aim is htat the individual student
shall achieve the training objectives in the way best suited to him.
General Notes on Flying Instruction
2.
The art of instructing is largely acquired through practice, and each instructor evolves a technique
that is best suited to his individual personality. Experience has shown, however, that there are a number of
general rules that should be followed; the most important are listed below:
a.
Preparation. Prepare every lesson throroughly so that you know exactly what you have
to teach and how you are going to teach it.
b.
Interest. Make the exercise as interesting as possible by mentioning any operational
applications.
c.
Methods. Although it may not fit every air exercise exactly, the broad method behind
teaching in the air is in the following sequence.
(1)

A demonstratin by the Qualified Helicopter Instructor (QHI).

(2)
Student practices with as much verbal or handling assistance as the QHI
considers necessary until the student has reached an acceptable standard. Beware,
however, of flying the exercise for him. Let him fly and make mistakes, unless they
endanger the aircraft. Avoid explanations to the student while he is at the controls.
Confine your assistance to simple reminders or matter of degree. If explanations are
required, take over control from the student before talking.
(3)
The student practices without assistance while the QHI mentally assesses his
performance and, if necessary, decides whether the student could safely fly the exercise
solo.
d.
Speech. Speak clearly and deliberately; keep your voice pitched up and ensure that your
student can hear every word.
e.
Accuracy. Demonstrations must be accurate and convincing and the aircraft must be
doing what you say it is doing.
f.

Explicitness. Give the student clear and concise instructions when setting him a task.

g.
Tolerance. Be patient when a student makes mistakes and remember that he learns by
them. Recall your own difficulties when under training.
h.
Division of flying. The student should fly the aircraft as much as possible. He learns
mostly by practice and you should normally take over only to give demonstrations, explanations,
when he needs a rest, or when he cannot cope with the situation.
i.
Anger. Avoid becoming angry with the student while airborne. Anger between crew
members is detrimental to flight safety, and is unlikely to help the slow student who fails to
understand the point you have patiently made. Consider another method of clarifying the point.

j.
Verbosity. Never talk too much in the air. Put over the important points and give the
student a chance to absorb them.
k.
Hypercriticism. Do not criticize every single mistake the student makes. Concentrate
initially on the major errors, leaving the minor points until a noticeable improvement has been
made. Never confine criticism to mere factual indications but explain the reasons for the mistake
whenever possible.
l.
Subterfuge. Never try gloss over or disguise your own mistakes; the student will learn
more if you point out the error and how it could have been avoided.
m.
Post-flight debrief. Post-flight debriefs are most important as they give the opportunity
to discuss any aspects of the sortie whilst the details are still fresh in the students mind.
n.
Self-critism. The student should be encouraged to be continually self-critism,
particularly of his solo flying.
Student Behaviour.
3.
Most students will at some time during their training fall into one or more of the following
behaviour patterns. These notes are designed to help the instructor recognize the sysmptoms, and offer
suggested courses of action.
a.
Over confidence. A conceited student often display a degree of confidence which is not
borne out by his ability. The instructor should insist relentlessly on high standards of accuracy and
airmanship, criticizing all imperfections in a firm but fair manner so that the student is constantly
aware of his shortcomings, A more difficult case occasionally arises in which a feeling of
inferiority or insecurity is cloaked in an attitude of aggressiveness; the subject may betray himself
by nervous gestures or mannerisms when off his guard. This complex requires careful handling,
since repressing the apparent over-confidence may only aggravate the cause.
b.
Under-confidence. The nervous, different student needs encouragement. He tends to be
extremely self-critical and becomes discouraged if not assured that his progress is normal. He
should be praised freely when doing well and his mistakes should be explained carefully without
undue reflection on his ability. Care must be taken in the air to avoid any signs of apprehension
while he is in control of the aircraft.
c.
Forgetfulness. Most students forget a great deal of what they are taught and facts must
be instilled by constant revision. Ordinary carelessness or neglect merit normal disciplinary
measures, but instances of genuinely poor memory are frequently encountered. Forgetful students
should be made to take a very active part during dual instruction and should be called upon to
recount on the ground what they have been taught in the air. Faulty checks should be corrected
and the student made to repeat the correct drill in its entirely; periodical and incidental checks
should be called out aloud by the student. Neglectful flying cannot be tolerated indefinitely, and
the student should be warned that the continuation of his training depends on his improvement in
this respect.
d.
Inconsistency. The process of learning is an irregular one, and many instructors are
discouraged when they find that their students become stale from time to time. This is because the
mind can become saturated with new ideas and the students receptivity often deteriorates until the
fresh information has been consolidated in his memory. Flying training takes place in an entirely
new medium and it is not uncommon for a student to make a slow start, only to progress rapidly at
a later stage when he feels more at home. It is, therefore , unwise to worry unduly if the student
appears to stand still for a time. When this occurs it is best to revise the earlier lessons until the
student has recovered his pace. A lengthy lapse, however, is usually due to some more profound
difficulty and requires closer investigation.

e.
Apathy. If a student becomes unusually slow, inattentive or erratic, it can be due to a
number of troubles. It may, of course, be mere backsliding but it would be wrong to assume this
without having investigated the case. It is always possible that he may be discover as tactfully as
possible and then do what he can to help. Worry can often be reduced simply by having someone
in whom to confide. The four most common reasons for loss of enthusiasm are private worries,
service problems, distaste for flying, or personal antipathy between student and instructor.
(1)
Private worries. Domestic or financial problems can be very distracting and
the student is usually reluctant to discuss them, particularly if they are of an emotional
nature. Before attempting to broach any such subject with the student it is best to make
enquiries among his closer friends.
(2)
Service problems. Loss of interest may be due to dissatisfaction with some
service matter which may not be directly related to flying. An injustice, real or imagined
can be a source of distraction to the student. The instructor can often be a source of
distraction of student. The instructor can often explain a misunderstanding or assist in
obtaining redress of a grievance before it assumes an exaggerated importance.
(3)
Distaste for flying. A student who has been quite keen, sometimes loses his
zest for flying because of adverse comments about the aircraft he is flying or another type
which he is likely to fly in the future. He may, on the other hand, have been upset by and
accident to himself or another student. He will seldom admit his loss of confidence but
often betrays it by expressing a dislike for the aircraft or some aspect of flying, or by
general loss of interest. Such students need careful treatment and must be re-assured by
all possible means. It can be explained that serious accidents are rare and become even
less likely as skill and experience increase. The condition is usually a passing phase but
it sometimes happens that the student has suddenly realized that he is not suited for
serious flying; in this case the necessary action will be taken by the supervisory staff.
(4) Instructor/student relationship. A good instructor/student relationship is
essential. If incompatibility occurs, a change of instructor should be arranged if at all
possible, otherwise the students progress will be adversely affected.
Notes on Basic Helicopter Instruction.
4.
If the basic helicopter student is an experienced fixed wing pilot, some aspects of instruction may
be facilitated particularly airmanship. The fact that the student is an experienced fixed wing pilot can
produce its own problems, however, particularly in his mental approach to the problem. He must accept the
idea that he is learning a new form of flying and not merely converting to a new type of aircraft.
Introduction to Objectives.
5.
This publication introduces objectives to flying training instruction. The system centers upon two
basic terms:
a.

Training objective. This is a precise definition of the task.

b.
Enabling Objective. This states the required knowledge or skills without which student
cannot achieve the training objective.
6.

Objectives are presented using three columns, headed as follows:

a.

Serial number.

b.
Student performance. Student performance defines precisely the skill or knowledge
required by the student.

c.
Conditions. Conditions modify or amplify the student performance. Certain conditions
apply to all exercises and, to prevent repetition, they are listed below:
(1)
(2)
(3)
(4)
(5)
(6)

Safely.
With reference to all orders and instructions.
Within generally accepted meteorological conditions.
Daytime, unless otherwise stated.
Using external and flight instrument references unless otherwise stated.
Maintaining balanced flight.

These constants are implicit in the conditions column for all exercises, in addition to those stated.
7.
Standards. Although specific standards should normally be set for each training objective, flying
training standards are difficult, if not impossible, to define precisely. Furthermore, the standard for any
particular skill becomes less tolerant as the student acquires experience. The decision as to the standard
achieved, talking into account these and all other factors, ultimately falls to the individual instructor. For
this reason the following standard applies to all training objectives in this publication:

To the satisfaction of the QHI, as guided by the notes on assessment.

Exercise Format.
8.
All exercises (with the exception of Exercises 1) are presented using the sections listed in the
following paragraphs.
9.

Training objectives. These represent a convenient breakdown of the exercise skills.

10.
Assumed knowledge and skills. These are the knowledge or skills which the instructor assumes
the student has acquired through previous reading or exercises. However, this knowledge is checked
during the exercise briefing.
11.
Introduction. This consists of a brief statement of any future or operational applications of the
exercise.
12.
Exercise briefing objectives. This section presents all the enabling objectives for each individual
training objective. These form the basis or the briefing given by the instructor. They in no way indicate the
style of the briefing but, obviously, should not be used in a simple question and answer session. All
enabling objectives are framed such that a simple statement directly relevant to the flying of the exercise is
sufficient.
13.

Notes for the instructor. This section is divided into two sub-sections:
a.

General. This provides a general guide to the instructional technique for the exercise.

b.
Common faults. This lists the most common student faults encountered during the
exercise.
14.
Air exercise teaching plan. This gives a suggested sequence, with notes, for carrying out the air
exercise.
15.

Exercise debrief.