INSTRUCTORS AND THE LEARNING AND TEACHING EXPERIENCE

1.1Qualities of an instructor

An instructor of any subject should be aware of certain fundamentals of teaching as outlined below, and in addition to this he should cultivate and practice the following personal qualities. First he should hold a professional attitude, being aware of the serious responsibility he has undertaken. Professionalism relates to the instructor's approach to his teaching as well as his "off-duty" demeanor and practices. Professionalism means reviewing one's techniques, improving one's ability and maintaining the utmost concern for all factors affecting his chosen career - safety, updated equipment, new developments, government regulations, etc. Secondly, the instructor should possess ability and expertise in his field. Re should develop his skill to the point of being able to demonstrate all techniques precisely and with flawless form. All situations should be covered by his experience and he should be able to answer all student inquiries, or have access to the necessary information. Thirdly the instructor should be sincere in his desire to impart the knowledge he has striven to gain and maintain this sincerity throughout the student-teacher relationship. He should project confidence, calmness, thoughtfulness and discipline, to the extent that the student can rely on these qualities until they develop in the student himself. A hang gliding instructor in particular, must be first and foremost concerned with safety. In truth, the main "raison d’etre" of an instructor is to prevent accidents and promote safe flying at all levels. If no dangers whatsoever were involved, most pilots could learn on their own. An instructor should, possess considerable knowledge of hang gliding and the appropriate requirements, as well as to be able to quickly find any rule information needed. It is essential that you understand the purpose and meaning of the rules so that you will know the reason for them and be able to interpret them correctly. The most important qualities in a instructor are integrity and attention to detail. Each instructor is a member of a team of great value to hang gliding and you will help it best by always applying the rules properly and with consistency and impartiality, so that the same standards are applied regard- less of your personal feelings. All hang gliding instructors should be proficient at first aid and know precisely what dangers are involved and how to avoid them. There is no substitute for knowledge, and since we are dealing with stochastic natural phenomena, knowledge should be he instructor's greatest quest.Being an instructor is rewarding because you are working with pilots who are trying to become better fliers. It does not mean that you have to stay on the ground and miss out on your own flying if you arrange to share the work with two or three other Observers.

1.2 Learning

The effective instructor must be aware of certain principles of learning. Learning takes place at different rates and at different times in different individuals. There are many factors affecting learning and each student has his own unique balance of these factors (both emotional and physical) that affects the outcome of the learning experience. Some of the factors an instructor should be aware of and attempt to overcome or eliminate are: fear, anxiety, shyness, fatigue, adverse physical traits, impatience, in-attentive attitudes or personal emotional upset. All of these are obstacles that will be encountered by the instructor and will retard learning if not dealt with.

Motivation is one of the big factors in learning and this too can take on many forms. People are motivated to learn that which can be used for pleasure and a relaxing pastime. The desire for excitement, adventure and new experiences all are motivating factors in hang gliding. Group approval is also a strong motivating force. All to the above and any other motivating factors should be exploited by the instructor to facilitate the learning process.

One of the greatest satisfactions is the acquisition of knowledge, and if the input is properly administered, the learning process can be greatly enhanced. As a skill which was previously learned becomes a matter of habit, more input can be received and retained. This is the basic for one of the most important processes that takes place in learning: the progression of learning units on a building-block basis. What this means is that each skill to be learned will be learned quicker and more thoroughly if based on something that has gone before. If unrelated skills are progressively taught, learning will be much slower than if the total subject is organized so as to build one skill from another. It is up to the instructor to present his lessons in a manner to utilize this element of the learning process. Learning can and should be- fun. Hang gliding is a sport that can provide hours of enjoyment to the proficient practitioner. The road to proficiency should be equally enjoyable, and if the instructor does his job he will facilitate the learning process by keeping it pleasurable.

1.3 Teaching

The teaching process should be established according to two elements the principles relating to the human learning process and the factors relating to human differences. The former is outlined in the preceding section, while the latter involves tailoring the subject matter, rate of presentation, and method of delivery to the individual. As individual backgrounds vary, so too do abilities to absorb certain material. The student with a technical background can absorb a much more detailed discussion of hang gliding aerodynamics, but on the other hand may have a harder time learning the physical skills involved. Learning rates vary greatly among students and the slow learner may in the long run be the better pilot due to more thorough learning or better retention. The instructor must be able to tell when he is exceeding the learning rate of his student and slow up, or learning will cease. The method of delivery is one of the most important teaching aspects. The instructor should be aware and able to use any number of teaching aids: slides, movies, chalk-talks, printed diagrams, hand motion examples, actual demonstrations, flight simulators, etc. It is up to the instructor to briefly investigate the background of each student and direct his program accordingly. It is the duty of the instructor to continuously evaluate the progress of the lesson in view of all these factors, and alter it accordingly.

The personality of the instructor is another topic deserving attention. Personal traits of the instructor can greatly aid or detract from his teaching ability. Patience is perhaps the most important quality, since very soon the lessons repeat themselves and a slow learner will demand extra repetitions. Impatience or boredom detected in the instructor by the student will quickly alienate the student and ruin the lesson. Any distracting habits on the part of the instructor can disturb a class.

Visible nervousness will also engender the same reactions in a student. Many beginning hang glider students are indeed nervous and it is up to the instructor to allay the fears that come from facing the unexpected with little preparedness. It is typical for a student previously unexposed to the sport to be very nervous and overly excited his first day out and giving him a chance to prepare is a valuable asset. This can take the form of handouts, movies or any other type of media transfer in a relaxed and comfortable atmosphere. If the student can take home some study material he can be better prepared and more able to absorb additional material during the lesson.Ground school should be the basis for this preparation, but a word of caution is in order. It is important not to overload the student with data, as his ability to absorb information is greatly reduced by the fore-mentioned excited state. Indeed, on the hill many-students cannot even accept, then apply, simple instructions but must learn a skill through the gradual formation of physical habits. Only after a student learns to relax will learning take place verbally, and this may be well beyond the point of the first lesson. A good teacher of any subject will relate to his class on a one-to-one basis, and thus advance each student at his best possible speed. The slowest student should not impede the progress of the fastest and vice- versa. A hang gliding class should not be so large as to demand more than the instructor can handle. A reasonable maximum number of students per instructor is six, with each three students sharing two gliders. The more gliders present, the more flights per unit time and the greater is the demand on the instructor. A good amount of learning can come from the correcting of mistakes and there must be ample time between flights to discuss and illuminate the last attempt. The instructor must be a keen eyed observer to detect what is being done right as well as wrong. All students start out by relying on the ability of the instructor - it is of paramount importance not to-betray that trust, and keep the teaching process on a high level throughout the entire lesson. Throughout every lesson.

1.4 Important principles for teaching the sport of Hang Gliding.

People learn by doing, not by listening: "Telling is not teaching". There is an improved degree of retention following an interval of break from learning. This can be applied

both during a class and by encouraging students not to take full-day lessons. Always emphasize the proper procedure for doing something. Don't dwell on possible errors or describe all

crash situations. Make positive corrections rather than negative ones. Let the student experiment with different alternatives and find the procedure that works best for the

individual. If a student demonstrates a correct response, reinforce his actions with verbal reward. Learning can take place most efficiently if the learner develops a healthy self-concept. Make the teaching

process a student-oriented atmosphere, offering praise and setting attainable goals. The curve of remembering is more pronounced when over-learning takes place. Example: Always comment

on the nose attitude as each student begins his run and ask for an evaluation from the class. Learning to be retained must be used. Have students assist setting up and taking down of the sail. Have

them do as much as possible.

If your student is having difficulty or a poor experience with a particular skill, modify the skill or place it into a physical setting that is more pleasurable. Never hesitate to change approach or location if the situation warrants it.

Always try to establish a clear mental picture of the skill to be learned. Demonstrations, models, or a description in familiar terms may be utilized. Always use terms that will be understood by the Individual students you are talking to, in the fewest number of words.

Don't push your students past the point where they are capable of successfully mastering a learning activity. Making a student fly from too high or in poor conditions can be a critical mistake.

Motivate your students by providing knowledge of result and de- fining statements completely. Learning will be retained longer when it is perceived by the student as being significant. Fit the experience

into flight picture as a whole and be sure he understands why he is learning a particular skill. To correct poor, performance, make feedback as immediate as possible and concentrate on major problems

areas. Have the student correct one mistake at a time and don't overwhelm him with a complex explanation. Make the class period an enjoyable experience with full participation of all students. Watch for lulls in

learning. Keep the class activity high and provide input whenever possible.

Summary: Our overall philosophy of teaching should incorporate the above principles into a meaningful and professional method of learning. The instructor should think of himself as a guide through the learning process rather than a teacher who is there to answer all questions. It is the instructor's job to make his students think for themselves and make their own decisions as well as to teach them the physical and mechanical aspects of hang gliding. The instructor should constantly stress safety, good judgment and control in his lessons. If we can start students in the right direction in these respects, then we have a good chance of having a predominantly self-regulated sport.

2. THE COMPLETE INSTRUCTOR:

2.1 Beginner site selection

(1) Things to look for: a) Steady, continuous winds.b) Soft ground sand or grass.c) Clear landing area.d) Stay far enough away from traffic -don't let the landing area become a parking lot.

(2) Things to avoid:a) Rocky ground.b) Trees, boulders, fences.c) Houses, cliffs.d) Telephone lines, power poles.

If there was available a gentle, wide open sandy slope with a grassy walk-up, facing 360º the ideal condition for beginners would be met. Unfortunately, most available hills are not so propitious, so the instructor's judgment comes into the picture. The following guidelines are meant to aid this judgment and are dictated by the demands of two criteria: safety and ease for learning.Slope angle should be from 15º to 30º.

Any smaller angle approaches the best glide ratio of a standard rogallo. Any steeper angle allows the student to gain more altitude than he may be able to handle. The slope angle must be greater than your glide angle. This is about 14° for a "standard" and less for all other designs. The slope should be clear of large rocks and stumps. A trip or a slide into one of these monsters is dreadly. A path for running on take-off is necessary. Ruts or debris

can reach out and grab a foot. A wide swath (at least four glider widths for beginners) should be clear of large trees.

The landing area should be clear of buildings, ditches, trees, and power lines. Also, keep the cars of spectators and friends well away from the area. You will not be able to run an obstacle course when you first learn. If other pilots are using the particular hill, a sound traffic pattern must be set up so that potential landing areas are clear and students have ample flying space. Obstacles up-wind cause turbulence, and a site should be clear in front well beyond the landing point.

2.2 Conditions

Conditions generally mean the velocity, direction, and stability of the wind. The velocity proper for teaching is a function of its gustiness. Gustiness can be affected by wind path, lapse rate of the air, passage of fronts or a number of other factors. A beginner student should face fairly calm 15 kph winds with no associated turbulence. As lie gains more experience, he can safely handle stronger winds and gusts, flying stronger winds on smoother days, until he has reached the point where he can negotiate soaring conditions - winds of 20-30 kph. Obviously, the direction of the wind must be generally up-hill, and if training sites are limited, a wind switch will probably warrant cancellation of the lesson. The instructor must make a careful evaluation of all these factors combined with the student's demonstrated ability before he allows any actual kite handling to take place. As an example, a better student may be able to take off in a slight crosswind by dropping the up-wind, wing turning the nose towards the wind and running crabbed or at an angle down the hill. Thus, it is up to the instructor to know the conditions and their con- sequences thoroughly and make a judgment from there. This is one of the most important responsibilities of the instructor.

2.3 Equipment

It is common practice for the instructor or flight school to provide flying equipment for the student. This includes the following: glider, harness, and helmet. The glider used must be of the proper size for the student's weight (consult the manufacturer's recommendations), and in addition should be in sufficient shape to fly well and safe. Kites no longer valued for personal use often get relegated to the "student kite" status and through gradual deterioration fly quite poorly. Beginners have a hard enough job learning to fly without having to learn on inferior equipment. Certainly student kites should be safety checked as assiduously as one’s own personal glider, and since learning these procedures should be part of instruction, the training kite should get constant attention. Naturally, replacement of damaged parts is in order. In general, the trainer glider should be as airworthy as any kite flying. Harness used in school most likely are adjustable, so proper adjustment for each student must be insured. The harness, like the glider, should be thoroughly inspected and repaired or replaced when necessary. Students experiencing falls and other mishaps are very hard on equipment and the lifetime of any unit will be reduced. There are arguments for and against teaching either prone or seated and the instructor should be thoroughly conversant and at ease with both methods. Whichever method he chooses to teach, he should make sure the glider is set up properly. This is a common error among pilots, especially with certain gliders that are easily convertible.The helmet is an important part of hang gliding lessons. A student trained to use a helmet will continue to use one throughout his career, a factor that may save his life. Helmets come in many types, lightness and cut out for hearing being two important factors. Strength varies, according to manufacturing process, but helmets marketed as S.A.B.S. approved by various companies are recommended. There are adjustable models available, but most likely a school will find it best to have several sizes available for use. Heavy motorcycle helmets may be too bothersome and prevent the student from hearing the instructor's directives. Other equipment, which the school may provide are padding and protective clothing. Knee, elbow and other pads are valuable as are gloves when surfaces are other than sand. Wind socks and indicators are of a necessity as well as some means of measuring velocity, especially at higher levels. Audio-visual equipment is invaluable for ground school and clinics. A well put together slide show on training works wonders for the instructional process. A first aid kit should round out the list but hopefully never be required.

2.4 Safety

As previously mentioned, the hang gliding instructor should first and foremost be concerned with safety. He should conduct his class and fly himself with utmost regard for safety. Hang gliding is a physical, active sport and despite all precautions, there may be accidents as with any vigorous activity. The instructor must be prepared for this at all times and have a good working knowledge of first aid. If a serious injury should occur:

(1) Do not attempt to move the student.(2) Make him as comfortable as possible.(3) Send another student with complete emergency information to call an ambulance and to lead them back to

the injury site.(4) Administer proper first aid.(5) Promptly fill out accident report and forward to the National safety and training officer of the Aero club of

S.A.

The filing of accident reports is the responsibility of all instructors since safety is his main concern and safety comes from knowing what the dangers in flying are. He should file accident reports for any mishap that occurs throughout his sphere of contact, and not just from his classes. Beginning students should be closely supervised to prevent accidents, and as the learning continues, the inherent dangers in each new phase should be explained with accuracy and as much detail as is necessary to let the new pilot make a mature judgment for himself. Any dangers should be not glossed over, but there is no need to dwell on them either. Beginners taught under safe conditions will not need to know about the dangers of advanced maneuvers until they are well past the beginner stage and making some decisions on their own. Instructors and schools will do well to avail themselves of the various insurance plans marketed. Waivers should be signed by each individual student, for each lesson. Even so, waivers are sometimes useless in court and insurance is the only recourse. Certainly liability coverage is advisable when using land other than one's own. Finally, a logbook should be kept by an instructor on a day-to-day basis. This should include student names and addresses, and give an account of the day's lesson and the student's progress. Just as the instructor's personal flight log allows him to map progress, detect changes and work on difficulties, the log he keeps on his students will enhance his teaching abilities. His teaching ability is the best possible if his students learn consistently, safely and thoroughly.

3. AEROMEDICAL INFORMATION FOR INSTRUCTORS

3.1 Introduction

Hang gliding at the present time requires a certain amount of physical effort. Launches, landings and ground handling involves running, walking and climbing with the weight of the kite. Hence it is imperative that the student be in good enough shape to learn without getting overly tired. Unfortunately, there may be some individuals that cannot learn hang gliding due to disabilities. It is up to the instructor to be aware of these factors and advise an individual of the rigors involved.Certain health conditions such as epilepsy, heart trouble, uncontrolled diabetes mellitus, acute infections, anemies and peptic ulcers are temporarily or permanently disqualifying. Sudden incapacitation while flying would be disastrous.

3.2 Physical Factors

(1) Fatigue- The student of hang gliding is particularly susceptible to fatigue. The beginner often works very hard especially when making mistakes. Add to this the increased metabolism rate brought on by excitement and you have a problem that should receive close attention. The instructor must be able to recognize fatigue and stop the lesson. Disinterest, slow reaction, random errors and wandering attention are some of the symptoms of fatigue. Asking the student about his physical and mental state throughout the lesson will help him be aware, of his state, although he may try to cover up his tiredness in his enthusiasm to learn.

Interchanging periods of physical activity with ground school sessions is very helpful to lessen both the physical and mental impact of the early instructions.

(2) Hypoxia- The simple definition of this is lowered oxygen levels. Oxygen is needed to keep the brain and other body elements functioning. At higher altitudes thinning of the

atmosphere Is sufficient to bring on the effects of hypoxia. Hang gliders generally are confined to lower altitudes, so are not affected as much as other aircraft, but balloon drops, high mountain flying, booming thermals and the like can put the pilot above the safety level. A general rule of thumb is not to fly higher than 5,000 m A.S.L. feet without oxygen. Alcohol and tobacco both increase the effects of hypoxia, so less margin is available here. Some of the symptoms of hypoxia are euphoria progressing to slowed reactions, impaired thinking ability and a dull headache feeling. When these symptoms appear, however the pilot has already been dangerously affected.

(3) Alcohol- No pilot should fly under the influence of alcohol. An instructor that does SO is not only violating one of the most important rules of aviation, but also setting such a bad example that he should not be instructing. The effects of even a small amount of alcohol are multiplied with height, so as altitude is gained, impairment can arise. The body metabolizes alcohol at a fixed rate, no amount of coffee will alter this. A hangover masked with aspirin or other medication has no place in flying.

(4) Drugs- Many drugs sold without prescriptions are hazardous to pilots. Aspirin, antihistamines, cold tablets, cough syrups, laxatives, tranquilizers and diet pills may seriously impair the judgment and co-ordination needed when flying. Conventional aircraft accident investigations have identified these common drugs with many flight accidents. The extra physical requirements of hang gliding makes this even more pertinent. Certain narcotics available (illegal or otherwise) have various debilitating effects on judgment and co-ordination and shouldn't be mixed with hang gliding.

(5) Vertigo- Vertigo involves disorientation in space resulting in inability to judge horizon and altitude correctly. Vertigo is most often brought on by maneuvers creating forces not normally felt by the body, such as repeated tight 360 turns. The body judges what is up and down by the Testicular organs in the inner ear, by feeling the weight on the limbs and by visual perception of fixed objects. All these factors are disrupted in certain flying situations, and this can lead to complete inability to orient oneself. Some of the symptoms of vertigo are dizziness, nausea and swimming of the head. Everyone has a different threshold as to when vertigo commences, so a maneuver should be learned with caution so that this dangerous syndrome does not occur.

(6) Scuba Diving- During the process of Scuba diving, certain gases are absorbed by the blood. After returning to the surface a period of several hours to several days is required to completely eliminate all the dissolved gases. The worst problem comes from nitrogen, and a high altitude slight occurring after scuba diving can bring on the bends caused by bubbles forming in the blood stream. The result are very painful and often fatal. A descent as soon as possible is the required remedy. and hospitalization may be in order.

3.3 Psychological factors

(1) Anxiety: Another word for anxiety is fear. Fear in hang gliding can come from several aspects. One is fear of the unknown. it is up to the instructor to be somewhat of a psychologist and detect, analyze and allay this fear. A certain amount of fear is normal, and a carefully conducted lesson will gradually dispel the beginner's malaise. Running down a hill with 20 kilo's on one's back can bring on very insecure feelings, and it is only with the instructor's guidance that confidence is quickly gained so as to dispel fear. Confidence is the key to eliminating anxiety, and gradual progression to more difficult tasks allows the student a history of success to rely on. Verbal encouragement, reward and praise from the instructor are very effective confidence builders. Anxiety can greatly reduce learning ability, so the calming of a fearful student should be the instructor's greatest concern. if lessons are conducted with safety in mind and the student is made aware of this, the problem can be eased.

(2) Difficult students: As previously mentioned, students with physical disabilities require special attention. So too, do the students with certain mental attitudes. An individual may have a problem relating to anyone in a position of authority and may insist on his own ideas or methods. It is very important in this case for the instructor to be well versed in the reasons he is

using particular method, as well as principles behind the operation of a hang glider. The student may be challenging the instructor to test his competency or for personal feelings of inadequacy. The instructor must know when to be diplomatic, authoritarian or outright assertive. Students sometimes have a desire to fly higher than their present ability warrants, and it is up to the instructor to keep them at a safe level. It is necessary to explain the importance of learning the basics first before being in a possible situation where the present skills are insufficient. All orders given to the student, should be with an air of authority, but without taking on the nature of a command, or with a condescending attitude. If each directive is accompanied by an explanation the student feels he is working with the instructor, not for him.

On the other end of the spectrum is the student with an inordinate fear, shyness or inability to follow directives. These types require very special handling. Patience and insight are needed in large doses in the instructor. Breaking apart learning processes to their simplest elements and repetition are the keys to solving some of these problems.

People of all ages are successful hang glider pilots. However, individuals at the extremes of the age spectrum require special attention. Older folks' may not have the stamina to last as long in lessons as those younger. Reduced flexibility and brittleness of bones should be judged by the instructor as necessitating more caution. Children learning hang gliding should be very closely supervised. The sport has a certain spectacular elements and this may lead to taking risks for the sake of showing off or thrill seeking. All aspects of the sport require judgment and until a youngster has reached the age where he can think maturely at all times he should be closely watched. Careful guidance can make him into a top- notch flyer, while assuming he is "one of the boys" can cause him to overextend himself and get injured. Just as in the physical case, there may be a time when a student is not, and will never be a safe hang glider pilot. It is the duty of the instructor to be aware of these individuals, refuse to teach them and inform them of the reasons as diplomatically as possible. The safety and continuance of the sport is worth more than an individual's feelings.

4. LICENCES AND THE OBSERVER AND SIGN OFF SYSTEM

4.1 Licence

(1) Aero club hang gliding section licences shall be issued by the secretary of the section and shall state the name of the holder, the grade of the licence (either 'Student', 'A', ‘B’, 'C’ or instructor) and the date of expiry.

(2) The holder of the licence shall attach an up to date passport size photograph.

(3) A licence will entitle the holder to fly a hang glider from any site, which carries the appropriate official grading. Requirements of local clubs, landowners and local authorities must be met in each case.

(4) No licences shall be issued to any person under the age of 16.

(5) Licences shall be carried at all times whilst at flying sites and shall be produced at the request of any section official, club licensing officer, official observer, police officer, forest or pack ranger or any other competent authority.

(6) Licences shall be valid only whilst the holder is a fully paid up member of the section and shall be valid for a maximum period of one year.

(7) Licences shall be automatically renewed as membership of the section is continued by the licence holder subject to the following:

a) Any student or 'A’ licenced pilots who have not flown a hang glider during the continuous period of 12 months shall have their licences suspended and the members shall be required to reapply for student licences.

b) Any 'B' or 'C' licenced pilots will be downgraded one licence level at renewal time unless they submit the prescribed form signed by their local licensing officer or instructor to confirm that they fulfilled the following requirements:

'B' Pilots- must have flown a minimum of 5 hours or 20 witnessed flights during the preceding 12 months.‘C’ Pilots- must have flown a minimum of 20 hours or 40 witnessed flights during the preceding

12 months.

c) An instructors licence will only be renewed if the instructor attended the most recent instructors course or at the discretion of the national safety and training officer.

(8) A fresh medical certificate as prescribed cinder licence requirements (4.3 (1) (d) shall be submitted at each renewal in respect of members aged 60 or over.

(9) Licences shall be suspended automatically and immediately in the event of:

a) The holder being in a accident in which he suffers from concussion.

b) The holder suffering from any of the medical conditions listed in under the requirements (4.2 (1) (a)

c) A medical practitioner being of the opinion that the holder has ceased to be fit to fly hang gliders safety.

Such suspension shall continue until such as a fresh certificate of fitness has been obtained from a medical practitioner.

(10) Any licence not renewed by re-affiliation within 6 months of expiry date may be reinstated only at the grade below the grade originally held.

4.2 Licence issuing procedure

(1) Students licences Upon becoming a member of the section each person shall be issued with a student licence provided

(a) That a prescribed declaration of fitness to fly hang gliders has been completed by the person. This shall include a declaration that the person does not suffer from diabetes mellitus, epilepsy, sudden attacks of fainting or giddiness, any mental disorder or defect referred to in sections 2(1) and (3) of the mental disorder Act 1916, addiction to any drug having a narcotic effect or any other diseases, defect or disability (including excessive eyesight deficiency) likely to render the person in- capable of effectively flying and controlling a hang glider with out endangering the public safety.

(b) That the written consent of parents or guardians has been submitted in respect of persons under the age of 18.

(2) A, B, and C, Licences a) A, B and C licences shall be issued by the secretary of the section only upon the

recommendation of the appointed licensing officer of local affiliated clubs, or of the national safety and training officer.

b) Licence applications shall be approved by the licensing officer only upon the unanimous agreement of all senior observers present at a formal meeting of observers, and subject to current licence requirements being met to his satisfaction.

(3) Instructors licenceInstructors licences shall be issued by the secretary of the section only upon the recommendation of the national safety and training officer, after the pilot has completed the latest instructors course and passed the examination.

(4) Fees Licence applications shall be accompanied by the appropriate fees as, may be determined from time by the section.

(5) Non availability of licensing officers In cases where no local club system is operation and where licensing officers are not available, licences shall be awarded at the discretion of the national safety and training officer to whom applications shall be made direct for consideration on merit. Such applications must be accompanied by logbooks and recommendations from senior pilots.

(6) Pilots from other countriesIn the event of a membership application being received from a pilot already having obtained hang gliding experience in a foreign country an assessment of the pilots flying ability will be made by the Local Licensing Officer and an Aero Club Licence will be awarded against the equivalent from the country in which the licence was issued. In the case of visiting pilots, temporary membership status shall be granted and the licence shall be valid for 3 months only, at a. temporary membership fee as prescribed by the Section.

4.3 Licence requirements (1) A licence

a) The pilot shall have logged at least 30 flights or at least 20 seconds duration.b) The pilot shall have passed the 'A' licence written test. c) The pilot must be capable of demonstrating the following actions to a satisfactory standard:

(i) Thorough preflight cheeks.

(ii) A nil wind take off. A take off in a 25 kph wind. Good take off from gentle 4:1 slopes. Good take off from gentle 2.1 slopes.

(iii) Ability to maintain correct flying speed.

(iv) Partial stall and recovery.

(v) At least two flights including two 90º turns in opposite directions. These must be performed without marked slip or slide.

(vi) Left and right 180º turns with pre determined entry and exit. These must be performed without marked slip or slide.

(vii) 4 out of 5 controlled landings within a 50 metre diameter circle.

d) A certificate completed by a medical practitioner submitted to the effect that the pilot is fit to participate in hang gliding.

(2) B Licencea) The pilot shall have logged at least 75 flights or 50 flights if the accumulated time exceeds 25 hours.b) The pilot shall have passed the 'B' licence written test. c) At least 3 months shall lapsed since the awarding of the 'A' licence. During the period there must

have been no reported accidents involving pilot error on the part of the applicant.d) The pilot must be capable of demonstrating the following actions to be satisfactory standard:

(i) Thorough preflight checks. (ii) Wire launch take off. (iii) Flights in conditions that require quick control responses for safe flight. (iv) Good take off technique. (v) Good general flying with proper mental attitude. (vi) Two 180º turns in one flight with predetermined entry and exit. (vii) Slalom course around 3 beacons. (viii) 4 Out of 4 landings within a 50 metre diameter circle. (ix) Controlled landings feet first without the control frame touching the ground. (x) A 360º turn in the direction of choice.

(3) C Licencea) The pilot shall have logged at least 150 flights or 100 flights if the accumulated time exceeds 50

hours. b) At least 3 flights must have each been in excess of 30 minutes duration. c) At least 6 months shall have elapsed since the awarding of the B licence. During this period there

must have been no reported accidents involving pilot error on the part of the applicant. d) The pilot shall have flown from at least 3 different sites at least one of which shall have been inland

with a take off altitude in excess of 1 500 metres and one near the coast with a take off altitude not exceeding 200 metres.

e) The pilot must be capable of demonstrating the following actions to a satisfactory standard: (i) Thorough preflight cheeks.

(ii) Perfect take-off technique - no evidence of a stall must be witnessed,

(iii) A nil wind take off. A take off in a 30 kph wind.A precipice take off.

(iv) Above average flying ability with proper mental attitude.

(v) Figure of eight manoeuvre around the two fixed pylons In a 20 kph. Wind showing ability to correct for drift.

(vi) 360º turns in both directions.

(vii) A 7200 turn in the direction of choice (Three 720º turns must have been logged prior to the application).

(viii) Safe landings in restricted areas. - Approach over a 10metre obstacle and land within 75 metres.

(ix) Full stall and recovery.

(x) 4 out of 4 landings in a 50metre diameter circle.

(xi) Controlled landings feet first without the control frame touching the ground.

(4) Instructor Licence a) At least twelve months shall have elapsed since the awarding of the 'C’ licence. b) The pilot should have experience of being an observer prior to application for the instructors licence.c) The pilot should have written and passed the most recent written licence tests for all grades. d) The pilot should have attended the most recent instructors course in his region and passed the

written examination.

(5) Notes a) Logged flights may only be taken into consideration if they are witnessed and signed for by an

Appointed Observer, or if not signed for, at the discretion of the Licensing Officer.b) Written tests shall be marked by the Local Club Licensing Officer and shall be those that are revised

and circulated from time to time by the Section National Safety and training Officer. Papers shall be marked consistently against the designated pass mark and appropriate model answers provided by the National Safety and Training Officer.

c) A, B and C licences shall not be granted simultaneously. The highest grading permitted on a combined application shall be the B, except in cases of pilots from other countries already-in possession of a recognised qualification equivalent to the Aero Club C licence.

d) Members may exercises the privileges of a licence from the time of notification of the awarding thereof by the Licensing officer.

4.4 Observers and sign-off system

(1) Appointment: Each Affiliated Club shall appoint at least 10% of its active flying members as official Observers.

(2) Qualification: Observers shall be regular flying members and shall be holders of either A, B or C licences as required by the Club in order to ensure that, as far as possible, an Observer shall be present at each site whilst flying is in progress.

(3) Voting: Only C licences pilots may be eligible to become Senior Observers with entitlement to vote on the awarding of licences. It is preferable that they are holders of instructor’s licences, but it is not compulsory.

(4) Licensing Officer: Each Affiliated Club shall also appoint a Licensing Officer whose name shall be immediately notified to the Section. This person shall also be responsible for all training and grading within the club. It is recommended that this person doubles as safety officer and has a valid instructors licence.

(5) Greetings: Observers shall meet under the chairmanship of the Licensing Officer as frequently as may be necessary in order to consider the awarding of Licences, grading of sites, flying discipline, general safety matters.

(6) Duties: Duties of Observers shall include the signing of log books as witnesses to flights, to assist and advise pilots of lower grade and to report observations and offences to the Licensing Officer.

The problem is that after finishing with a school the hang glider pilot is at the most vulnerable time in his whole flying career. The aims to get clubs to shoulder the responsibility to developing Intermediate pilots' skill safety and progressively.

The Observer System was introduced to create a comprehensive and progressive training programme to help raise their level of flying' ability and experience. To achieve the necessary standards the pilot will not 'only need help from an instructor but your co-operation as a well-qualified pilot. It is .up to you to observe and assess the task flights that he makes and to use your experience to provide guidance on suitability of site and weather conditions and ensure that the task that he wishes to have observed is within his capabilities.

Before each attempt: Ask the pilot what he intends doing, then tell him what he has to do and what you will be looking for. Get the pilot to brief you exactly on how he intends to carry out the test(s) and in what order. Afterwards give the pilot useful and construction comment, and if he has failed explain to him what he did wrong. If you are not satisfied that the pilot will be able to attempt the task safely you should cancel It. Safety has priority. If you are asked to act as Observer on an unfamiliar site it is your responsibility to know the local regulations.

(7) Grounding: Senior Observers may ‘ground’ gliders or suspension systems, which are considered by them to be un-airworthy.

(8) Accident Reporting: Reporting on accidents and serious incidents shall be the responsibility of the licensing Officer, and such reports shall be forwarded to the National Safety and Training Officer. Fatal accidents shall be reported immediately to the National Safety and Training Officer of the Section who shall be solely responsible for the Compilation of all fatal accidents reports.

(9) Sign off system: a) 9.1 Student pilots may fly A grade sites only when duly authorised by a recognised

instructor or the Licensing Officer. b) 9.2 A & B Licensed pilots may fly a site of 1 grade higher than their licences grade only

when duly authorised by the Licensing Officer based upon the approval of Senior Observers Meeting.

c) 9.3 Authorisation to fly sites of higher grades shall be known as 'sign-offs’ and shall be entered in pilots log books specifying which sites the pilot is authorised to fly and any conditions which Seniors Observers may wish to impose.

d) 9.4 Pilots flying under a sign-off must be accompanied and supervised by a pilot having a higher grade licence.

(10) Grading of sites: 10.1 Sites shall be graded on a consensus of opinion of Senior Observers having regard for height, local

weather characteristics, type of launch, distance to landing area, terrain, size of landing areas, abort fields and obstructions.

10.2 Where no local club system is operating or when two or more Clubs operate from one site and no agreement can be reached on grading of the site, the site shall be graded by the National Safety and Training Officer.

5. HANG GLIDER GRADINGS

5.1 Hang Glider Categories

(1) Beginners Hang GlidersThese must be extremely mellow and stable and also they must definitely be parachutable, for case of operations these gliders should have basic simple airframes without outriggers, lufflines or swivel tips etc. Unless used on loose sand or other similar soft, forgiving surfaces, the trapeze should be fitted with wheels.

(2) Training Hang GlidersThese should be fairly stable in flight. They should also have gentle stall, launch and landing characteristics.

(3) Intermediate Hang GlidersThese can be fairly high aspect ratio, light handling good performance machines. They should not be able to attain a high-speed shallow dive when the bar is pulled in.

(4) Super Performance Hang GlidersThese are any gliders, which are high performance gliders which are tricky to ground handle, launch and land. Any glider, which speeds up and improves its glide angle noticeably when the bar is pulled in.

5.2 Glider ratings vs pilot grade

(1) Beginners hang glidersThese are only necessary for basic ground handling and first ground skimming flights. However they could be used right up to the intermediate stage where pilots are almost ready to learn the art of ridge soaring.

(2) Training hang glidersThese should be used only after the student has had at least five flights in excess of 10 m above ground and that the pilot has demonstrated the ability to make minor directional changes whilst flying. These gliders are used to teach students the stall, control of airspeed the art of turning and the perfection of landing techniques. These gliders can be used right to the end of the intermediate stage when the pilot has perfected high ridge soaring techniques.

(3) Intermediate GlidersThese should be used only after the pilot has perfected his control of airspeed, and his landing and turning techniques. These gliders are used to teach students the art of ridge and thermal soaring and possibly even cross country flying and aerobatics.

(4) Super performance hang glidersThese should be left only to experienced pilots. With the modern tendency of very tight sails, airframes that drastically alter shape whilst in turns etc, these gliders have become very tricky to handle on or near to the ground. In addition with the added high speed / high glide angle characteristic they can be extremely dangerous to the inexperienced pilot. A minimum of a ‘B’ licence is recommended.

5.3 GeneralAlthough there is a considerable overlap between the grades of pilots and gliders, it is not advisable for a pilot to remain on a glider below his grade. By remaining on a glider with too poor a performance the pilots' progress will certainly be retarded.

6. The stage of development of a hang glider pilot.

6.1 The five stages of hang gliding

The history of hang gliding has been written in a few years, where new barriers have been broken virtually every day, (today it may suffer from a hard case of the "Icarus Syndrome").It has developed into a full blooded aviation activity, which means that it is no longer simple an easy to learn. It has become complex and potentially more dangerous for the “self learners”, while the opposite may true for the one that receives proper training.In the race for more efficient gliders and new developments (fixed wings, power, thermal and cross country flying), one seems to forget too often that human nature needs time to learn to perform new tasks in a safe manner. The training methods are very often on the "ground skimming level", while reality calls for cross country and thermal flying.

If one looks at the history of hang gliding with respect to the levels of flying that have been reached (limited to foot launched, no power hang gliding), we see 5 distinct stages.

Each stage is followed by a more complex stage (a building block system) requiring new knowledge and skills. It is a natural "ladder" a student should climb to progress safely in his hang gliding career.We have additional stages like towing, Experimental and Power, all of which I personally consider unsafe for the general pilots at the present time. They should, therefore only be performed by specialists using a strict professional program until safe methods are found to make them available to everyone.

In addition to the stage system above, there are also other stages or steps a pilot may take, such as changing to another harness system, or learning to fly a new site or a new glider.

Each time new stages are pioneered, or are being reached by the "self learning" pilots, there is an increase in accidents. Some of those accidents are unavoidable because of the pioneering nature of it (Lillienthal was the first one), while others could have been avoided simply by proper training.

If one analyses why most accidents caused by "pilot error" happen, one finds that they happen either because the pilot tries to perform a task or meet conditions he/she is not able to master, or he/she simply does something that should not be done.Today we have all the material necessary to avoid such accidents, either by the knowledge the hang glider community have collected themselves or by the knowledge available through other aviation activities. Either we know how a task shall be performed correctly or we know that there are clear limitations that we cannot safely exceed. (One sample of the latter is cloud flying. Any sane motor or glider pilot knows that this is dangerous, and it is hence unnecessary for hang glider pilots to re-discover this fact by killing themselves). Today, hang gliding, along with other aviation activities have most of the information needed to progress safely through the flying stages. All that is needed is to put it all-together is a training system.

6.2 The pilot’s ability to fly a hang glider

A. This can be broken down to 4 QUALITIES that we can develop: 1. Knowledge 2. Skill 3. Experience 4. Airmanship

Skill: Since hang gliding is a practical activity, a pilot's ability can best be measured by his skill, which means his way of performing maneuvers, links of maneuvers and tasks, and how he masters flying conditions and new situations. He certainly also must show good AIRMANSHIP but that is not easily measured and difficult to diagram. A good instructor however is able to spot good airmanship often before the pilot is even in the air.

Knowledge and Experience are only "tools" used to improve a pilot's Skill and Airmanship and hence his Ability as a pilot. They are however of good value in the learning process and their values as such can hardly be overestimated. Left by themselves they are meaningless in measuring the pilots Ability.

Based on the above "facts" or statements, I have developed a training system, built on the 5 Stages of Hang Gliding as a natural progression for a pilot. I have also based the system mainly on the development and measurement of the pilots Skill, although the other 3 qualities have gotten their place.

For instance is Airmanship expressed by the fact that the pilot has either a Student Licence which means that he lacks the necessary Airmanship to take care of his own and others safety, or he has a Pilot Licence showing he has the necessary Airmanship. In other words, a student pilot is one that is under a training system controlled by an instructor, and all his flying shall be in accordance with the instructors guidelines, while a pilots licence shows that the holder is a pilot that is mature enough to take care of his own flying, seeking further instruction when he feels he needs it. A pilot licence does not mean that the holder is someone that does not need more instructions "he knows it all", but merely that he can take care of himself at the stage he is at. When he wants to progress to a higher stage he seeks instruction, before he goes out on his own flying at that stage.

The objective of this program is to aid and assist the participants to progress safely in, and enjoy the sport of hang gliding, and become true airmen.

Which means that they must be able to enjoy the beauty and freedom of the sport, and not risking injury or restrictions due to their own and other's lack of will and ability to take care the safety, enjoyment and freedom.

The ability of an airman is based on knowledge, skill, experience, personal qualities and attitudes, which take time to develop to a standard where one is able to operate alone within the objective above.

The development of this ability is a matter of education, which is done most efficiently, enjoyably and safely through a planned program which motivates the student and pilots by helping them to reach easily definable and natural stages or goals, which gradually expands the operational freedom without jeopardizing safety.

6.3 The Program

Consists of 5 natural stages, based on the development of the sport, and which gives an excellent progression after the building block principle of learning. One progresses from the easy to the more difficult, from low to high, from basic to advanced, from simple to complicated, being careful not to leave any gaps on the way. The program also divides the participants into students and pilots, which indicates whether they are able to operate alone or not.

The 5 Stages:1. Ground skimming, Student 2. Altitude gliding, Student 3. Ridge Soaring. A Pilot 4. Thermal Soaring, B Pilot 5. Cross country, C Pilot

Participants:

Students: A student pilot is as the name suggests under training to become a pilot. He is considered to have limited ability to take care of his own and other people's safety.

This means that he has not developed enough ability to evaluate all elements involved with regard to safety, and based on this make safe and sound decisions and act accordingly, with out the supervision of an instructor.

Pilots: A pilot should be able to take care of his own and other people's safety within applicable rules, regulations and code of good practice, while operating alone, requires higher stages than they are rated for.

This means that he must be able to evaluate all the elements involved with regard to safety, and based on this make safe and sound decisions and act accordingly, on his own, or to obtain further instruction, information and assistance at his own discretion.

Recommended training and safety limitations:

Students should always fly under the supervision of an instructor. Before all the rating requirements are met they should always fly under the direct supervision of an instructor.

Students should only fly hang gliders and harnesses suitable for students and which they have been checked out by the instructor. They should only do tuning and repairs when approved by the instructor.

Students should fly demonstration or competition flying at the stage they are rated for and always under the direct supervision of an instructor.

Pilots are expected to be familiar with & to follow all applicable national aeronautical regulations & local flying site rules.

Pilots should not participate in demonstration, competition or other organized flying which requires higher standards than they are rated for.

6.4 Description of the stage elements:

Knowledge: Students, stage 1, 2 & 3 , should be given the necessary lectures, briefings, oral sdiscussions an written tests to ensure that the required knowledge need- ed to met the objectives of the applicable stage, is acquired. The listed requirements are a guide to meet those objectives. They should not restrict anybody from giving additional Instruction if found necessary. The methods of instruction may vary and is left at the discretion of the organizer/instructor.

Stage 3. Before a student is signed off to become a pilot, he should pass a written test on airlaw, applicable rules & regulations and code of good practice, to ensure that he has all the necessary knowledge to operate alone, safely and correctly at sites and in the air.

Pilots, stage 4 & 5, may at their own discretion acquire the required knowledge, either through attendance of lectures, briefings or through oral discussions and group or personal study.

Before a student or a pilot is signed off at an applicable stage, the instructor or observer should be convinced that he meets the required standard of knowledge.

Practical Skills:

Students, stage 1, 2 & 3, should be given the necessary instruction in each of the practical skills. Before a skill is actually performed the student should be given a theoretical briefing in the basic theory, the purpose normal procedures, mistakes, faults and dangers and their corrections, as well as the acceptable safe criteria of performance. Each skill should be practiced until the instructor is convinced that it is mastered within correct and safe procedures and limitations for the applicable stage. The skills may be signed off progressively as the above criteria is met. A special flight test is hence no necessary.

Pilots, stage 4 & 5, may at their discretion, within acceptable safe methods acquire the necessary instruction for each practical skill. Before the skills are signed off they should be demonstrated for an instructor or observer, who should be convinced that they are mastered within safe procedures and limitations.

Experience: Experience is not, by itself, a measurement of pilot ability. It shall however, ensure that the knowledge, skills and airmanship have been practiced a minimum of times in various situations. Exercise, drill and practice are important in the learning process to meet the objective of all true which is: To effect behavioral changes.

The experience requirements should be documented, by a logbook or reliable witnesses. The instructor or observer should be convinced that the minimum requirements are met or require further proof.

Airmanship:The instructor or observer should be convinced that the student or pilot has the ability to take care of his own and other's safety at the applicable stage, within applicable rules regulations, recommended safety limitations and code of good practice.

7 Training

7.1 Introduction

The following training programme is based on the five development stages of a hang glider pilot. It is merely a syllabus guide. Any lessons may be incorporated into any other. They can even be spilt with one part being taught during lesson and the other part during a later lesson all to suit circumstances or the personal preference of the instructor. Location equipment, prevailing conditions, adaptability of students are all influencing factors. Before commencing the first lesson of the day, certainly during at least 10 lessons the students should be made to practice skills taught during previous lessons. During lectures the instructor should encourage a high degree of student participation by creating a discussion. When teaching flying skills the instructor should always begin with a detailed lecture to the class. This should be followed by each of the students attempting the skill. Each student should be thoroughly briefed before the attempt and properly De-briefed afterwards.

7.2 Stage 1, Ground Skimming, Student

Ground skimming is gliding near the ground over smooth terrain, normally not above 5 metres.

Instructional & Safety Recommendations:

The objective of this stage is to introduce students to hang gliding and make them able to practice and enjoy ground skimming within safe limitation, as well as to prepare them for the next stage.

This stage is probably the most important in the whole progression of students, since it is here that the basis for good (or had) habits is founded. One shall in safe proximits to the ground, fly easy equipment in easy hills and conditions gain confidence in flying, the equipment and one- self and practice and learn the basic skills.

It is warned against: Attempt to take off and fly in unstable conditions, cross, down, strong or gusty winds. One should not practice slow flight and stalls (except for the landings) or more than gentle turns with only small diversions from the flight path. To try to work any type of lift can be especially dangerous.The reason for the warning is the possible loss of control combined with insufficient height to make corrections or to recover.

Six ground skimming lessons have been completed:

After all students should only fly from beginner hills in stable conditions with light and smooth headwinds, when flying without the direct supervision of the instructor.

A beginner hill is a hill with smooth terrain, preferably snow, sand, grass, or gravel, with a profile that allow for ground skimming with the type of hang glider is use. The take off and landing areas and the area between should be free of obstacles and other hazards with a good margin to either side. It should be possible to do the whole flight in close to a straight line.

Before progressing to the altitude gliding stage it is of vital importance that students know the theory as well as mastering all the practical skills since weaknesses here may lead to the most serious consequences when they get higher and in more difficult conditions. They must be competent in preparations before flight, good take off techniques, speed and directional control, and landings. It is especially important that the demonstrate correct procedures, routines and checks during before flight preparations to ensure that nothing is forgotten, overseen, wrongly assembled or adjusted. Equipment failures or malfunctions or failures too hook in are best avoided by developing proper habits strictly enforced from the very start.

Experience:

To gain a minimum of experience students are recommended to practice a minimum of 4 flying days and 20 flights, after the six lessons have been completed.

Airmanship:The instructor should be convinced that students are recommended to practice a minimum of 4 flying days and 20 flights, after the six lessons have been completed.

LESSON ONE

Purpose: To introduce the basics of hang gliding to students and to familiarise them with the equipment and its limitations.

Location: Any comfortable undistracting surrounding where a hang glider can be examined. Power points should be available.

Equipment: A hang glider suitable for beginners.a) Harnesses including at least one with a parachute.b) Helmet and other instruments.c) Chalk board.d) Movie and/or slide projector.e) Movie andlor slides.f) Simulater (trapeze and hangpoint is sufficient).g) Basic notes (to give to students).

Topics: a) Introduction-familiarise students with the instructors and outline the course.b) History-outline the historical development of hang gliding.c) Limitations and achievements- explain what can and has been and what cannot be

done with hang gliders.d) Nomenclature-name all the parts of a hang glider and name all other sundry

equipment.e) Construction-materials used and the strength in the design.f) Maintenance-when and how to strip and check the equipment.g) Hang gliders-different types and appropriate grades.h) Selection of equipment-gliders of harnesses for learning, training, soaring and

competitions etc.i) Aerodynamics-very brief principles of hang glider flight.j) Glider performance-Slide angles and sinit rates.k) Maintaining control-the basic weight shift control movements.l) Winds and airflow-the effects of wind velocities, wind force and turbulence in brief.

Methods: A lecture combined with simple discussions and answering of class questions, films and/or slides, trying out harness and helmets, pointing out individual items on a hang glider practice at weight shift control in a simulator, and finally a quick oral class test on the lesson.

LESSON TWO

Purpose: To teach students hoe to transport, care for, assemble, disassemble, pack and pre flight cheek a hang glider.

Location: Any area with sufficient space and no distractions.

Equipment: A hang glider, harness and helmet suitable for beginning training.

Topics: a) Transportation and care - how to store and transport a glider whilst preventing damage.

b) Assembly - how to assemble and adjust any settings.c) Disassembly and packing-methods.

d) Pre-flight check - systematic and thorough, each item and dangers if not correct. Check harness helmet and parachute as well as glider.

Method: A lecture combined with demonstrations and complete explanation of every step re-emphasize parts of lesson one dealing with materials, structural integrity and nomenclature. The let each student practice and explain all steps until faultless. The preflight must be faultless and systematic and each student should follow their own procedure in the same sequence every time.

Mistakes: Incorrect assembly, disassembly or packing not understanding reflex or washout. Not doing a thorough and systematic preflight check.

LESSON THREE

Purpose: To teach students correct balance, control and handling of a hang glider whilst on the ground.

Location: An open flat surface with no large turbulence generating obstacles upwind and preferably grassy.

Equipment: Same as lesson two but with wind indicators.

Topics: a) Lifting-raise nose of glider by placing a trapeze with both hands; place shoulders in trapeze and grasp both down tubes and lift.

b) Holding-steady grip permitting sufficient pitch and roll correction; arms not twisted around and shoulders not behind downtubes.

c) Balancing-feeling affects of varying pitch and roll; 3 golden take off rules.d) Setting down-control bar onto ground; foot onto control bar; hand grasp apex and

lower nose until on ground.e) Parking-nose (or tail) down facing into wind.f) Walking and moving-nose always into wind.g) Ground loops-always let go if it tries to blow over, after ground loop nose back into

wind and roll back over on leading edge.

Method: First re-cap lesson two with students assembling and preflight checking a hang glider. Demonstrate each step of ground handling and then make students practice and perfect each step. End with students disassembling and packing the equipment.Note: Students must wear helmets at all times whilst practicing ground handling.

Mistakes: Straining back by incorrect lifting or setting of glider; incorrect holding and handling, ground loops, not keeping nose into wind.

LESSON FOUR

Purpose: To teach students correct take-off land landing techniques.

Location: Same as for lesson three but with an adjoining training slope.

Equipment: As per lesson three.

Topics: a) Running without harness-initially gentle run and increase of angle of attack, eventually leading up to an abrupt fast run and flare, re-emphasise the three golden rules of take off.

b) Direction changes-running without harness and holding control bar with hands above head, more hands to corner of trapeze bar to initiate turn and then immediately move hand to opposite corner to correct.

c) Running with harness-harness check and adjustment, lift glider until the harness straps are tight, react running and flaring, first gently then abruptly.

d) Bunny hops-move up slope and then run down, and then flaring abruptly, pilot should lift off ground and parachute back down again a bit further down the slope.

Method: First recap lessons 2&3 with student practicing, then demonstrate and make students practice and perfect each step, initially make students run with just a helmet, then with a harness on but-not clipped in, and finally let them run whilst clipped in.N.B Knee hangers should not be used at this stage.

Mistakes: Timid take off, not running hard enough, nose too high, nose in, nose too low, turned in - wings not level or not into wind.

LESSON FIVE

Purpose: To teach students how to glide safely down a slope and to perfect their take off and landing techniques.

Location: Any suitable training slope.

Equipment: Same as lesson three but at the end of this stage students can be converted to flying with knee hangers.

Topics: a) Extended bunny hops-move slightly further up slope.b) Perfect take off-practice until student's take off technique is consistent and safe.c) Pitch control- increase and decrease airspeed by correct control movements.d) Flight'-move further up slope, take off, glide and flare.e) Direction control-left and right correction control movements.f) Controlled flight-move further up slope and practice all control movements to

maintain downslope glide into wind.g) Perfect landing-practice until students land consistently with a good abrupt flare into

wind.h) Flying with knee hangers-.entire lesson four and five repeated briefly with students

using knee hangers. First recap previous lessons with a combined effort from students to assemble and preflight check all equipment, a few quick runs without and then with harness hooked in, a few short bunny hops and then progress further up the slope all if the lesson is not a direct continuation from lesson four. Before each attempted flight make each student practice the control movements after student go through the three golden take off rules.

Gradually move the students through the sequence of this lesson as each part is practiced and perfected. By the end of the lesson the instructor should be confident that the students can safely ground skim without supervision.

Mistakes: Not adhering to the three golden take off rules, over or under correcting (control movements), not maintaining headings flying into the ground by not flaring, not running properly once flying with knee hangers.

LESSON SIX

Purpose: To teach students more about aerodynamics and stability in hang. glider design, air, wind and groundspeed, more details on stalls, coordinated turns, airflow, aero club licences and rules.

Location: Any comfortable undistracting surrounding with a power point.

Equipment: a) Chalkboard.b) Movie and/or slide projector.c) Movie and/or slides.d) Basic notes (to give to students).

Topics: a) Discussion-dealing with the first lessons and what has been learnt to date.b) Aerodynamics-detail on stability (reflex and washout), stalls theory of flight etc.c) Maintaining control-why to launch and land into wind, pitch, roll and yaw

movements and control thereof, coordinated turn control, dangers, recognition, avoidance and recovery of stalls and spins.

d) Micrometeorology-general meteorology including air pressure and pressures and frontal movements etc, wind gradients turbulence and causes thereof stability and instability, airflow, anabatic and kathabatic winds etc.

e) Ground effects and wing tip vortices-causes and effects.f) Recognition of conditions-evaluation of and decisions whether or not to fly.g) Flight planning-glide angle, turnpoints and landing area; obstacles avoidance.h) Landings-soft landings; landing in confined spaces; tree and water emergencies.i) Aero club rules-flying rules including collision avoidance licence grades and

requirements, licence test and issue procedures, observers and sign offs.j) Flying sites-local sites and grading, other well-known sites.k) Physical and psychological factors-fitness, strength, exhaustion, drug and

medications, alcohol, hypoxia, hypothermia self discipline.

Methods: A Lecture combined with simple discussion and answering class questions, films and/or slides, and finally act oral or written class rest. By the end of the lesson the instructor should be confident that the students can safely select conditions in which to ground skim without supervision.

7.3 Stage 2, Altitude gliding, student A

Altitude gliding is gliding with enough height and distance from the terrain to be able to maneuver relatively freely.

Instructional & Safety Recommendations:

The objective of this stage is to introduce the student to gliding with height and distance to the terrain and make them able to practice and enjoy this within safe limitations to pass an 'A' licence test and also to prepare for the next stage.

At this stage the student gradually needs to get accustomed to flying well clear of tie around. One learns to prepare for and to plan each flight. One must now plan and prepare for each flight. One learns and practices the basic maneuvers, such as speed control including slow flying, coordinated turns, and combinations of those, light stalls, straight ahead and in turns, correction for windrif and precision approaches and landings. The latter proves that one masters the other maneuvers with sufficient planning and precision Even slowflight and stalls are done (in the landing phase).

It is warned against attempts to take off in cross, down gusty or winds and to fly in unstable or turbulent condition and strong wind. Poor planning before flight preparation and take off techniques may result equipment failures or malfunctions or failure to hook in, which may have the most serious consequences. All maneuvers should be done into the wind to avoid drifting into the hill or too off and hence not be able to reach the landing area. Advanced maneuvers, like 360 turns, pylon flying, stalls and slowflying should be performed with extra caution, and sufficient height and distance to the terrain to allow for corrections or recovery control is lost. Turns and downwind flying close to the ground should be avoided.

Altitude gliding lessons have been completed:

After all students should only fly from beginner or intermediate hills with light to medium, smooth winds, when flying without the direct supervision of an instructor.

An intermediate hill is a hill where take off, landing area-and normal flight path between are considered to be easy and with good margins, to any obstacles or other safety hazards. The take off area should be smooth with a profile that allows for acceleration to flying speed before getting airborne (no cliff launch). The landing area should be large and easy to reach by normal maneuvering with a good margin of height. There should be established two-way communication between take off and landing if the landing are cannot be seen from take off.

Before progressing to the ridge soaring stage it is of vital importance that the students master airspeed control in the lower speed range and are able to recognize and correct for stalls. This applies to both straight flight and turns.

ExperienceTo gain a minimum of experience students are recommended to practice of 4 flying days and 20 flights, after the lessons have been completed.

Airmanship: The instructor should be convinced that the students are able to take care of their own and other's safety, whilst altitude gliding with direct supervision and within the instructional & safety recommendations given.

LESSON SEVEN

Purpose: To teach students how to dive and climb a hang glider and thus alter glide angle.

Location: Suitable training slope.

Equipment: Same as lesson five.

Topics: a) Practice controlled flight-progress to a slope where slightly more altitude than that necessary for ground skimming can be obtained.

b) Flight speed-increase flying speed and decrease it to feel its effects ie. slow or fast flight and improved or worsened glide angle and sink rate.

Method: After a recap on previous lessons and a students demonstration of safe ground skimming, move higher up the slope. Explain carefully and in detail the difference and effects of varying airspeed first to the whole class and again to each individual before each flight. Students must experience both slow and fast flights from the same take off point in the same conditions.

Mistakes: Flying too fast and remaining too close to the ground, slowing down too much and stalling, forgetting directional corrections, failure to anticipate glider reactions.

LESSON EIGHT

Purpose: To teach students how to execute a coordinated turn.

Location: Same as per lesson seven.

Equipment: As per lesson five.

Topics: a) Coordinated turn movements-pull in, move over, push out, move to centre and pull in to terminate turn.

b) Individual left and right turns-practice turns.c) Combined left and right turns-increase speed before second turn.

Methods: After practice of previous lessons demonstrate control movements for a coordinated turn on the ground, then demonstrate a coordinated turn with students watching from below make each student, practice the control movements on the ground and then in flight until a good 45 turn is regular in both directions, then combine turns of both direction in same flight.

Mistakes: Insufficient control movements, corrections too late (after 45) not increasing speed before second turn.

LESSON NINE

Purpose: To teach a student how to continue a turn into 90º and eventually 180º

Location: Similar to lesson seven but with much more altitude.

Equipment: Same as lesson five but at this stage students can be onto slightly higher performance gliders.

Topics: a) 90º turns-extend turns individually to 90º in both directions and then combined in same flight.

b) 180º turn s-extended to 180º, individual turns in both directions and then combined in one flight.

Method: As with all lessons recap, explain what is to be done, demonstrate what is required, brief each student before their attempt, differentiate between altitude lost or maintained.

Mistakes: Slipping and skidding in turns, holding the turns too long sluggish and non aggressive pilot responses not watching the ground and other obstacles.

LESSON TEN

Purpose: To teach students more about stalls and recoveries and flying through lift.

Location: As per lesson nine.

Equipment: Same as per lesson nine.

Topics: a) Stall-fly straight out until safely clear of ground slowly push out until sluggish response and reduced noise is experienced.

b) Recovery-increase speed immediately and then slow down to normal flying speed.c) Lift-whilst flying close to the hill slow down to feel the effect of lift, evaluation of

variations of airspeed and control responses of glider.

Mistakes: Not pulling in enough, diving to steeply, stalling in lift, stalling again on recovery, late stall recognition.

LESSON ELEVEN

Purpose: To teach students how to pre-plan a flight and how to ess off and land in a restricted area or a selected area.

Location: As per lesson nine.

Equipment: As per lesson nine

Topics: a) Pre-planning-explain the basics of pre-planning where to make each turn, how wide or how tight to make it, and where to land.

b) Confined landing-where to ess of height position from which to make final approach.

Method: Whilst practicing turns, dives, and stalls as learnt in previous lessons, make pilots discuss flight plans and try to adhere to them, also discuss possible alternatives which could be chosen during the flight, to improve turn judgment start making pilots land where a loss of height is necessary but with enough area beyond the landing area to permit a safe landing in the case of an overshoot, explain the necessity of slipping turns to loose height and, the methods of increasing and decreasing glide angles and make students practise, also remind them and make them aware of the effects of a wind gradient.

Mistakes: Making turns too late and/or being caught in the wind gradient, not being competent in pre-planning a flight and then keeping to that plan.

LESSON TWELVE

Purpose: To teach students how to do cross wind take offs and landings.

Location: As per lesson nine.

Equipment: As per lesson nine.

Topics: a) Cross wind take-offs dipped wing methods, crab method.b) Cross wind landings-dipped wing method, crab method.

Method: Whilst practising turns, stalls and dives etc. when cross wind launches prevail explain the intracies and limitations of cross wind take offs, make student practise.

Mistakes: Over correcting, failure to allow for drift.

LESSON THIRTEEN

Purpose: To teach the pilots how to execute 360º turns.

Location: A good all round intermediate flying site in excess of 150 metres high.

Equipment: As per lesson nine but by this stage the pilot should high enough to warrant a parachute fitted to his harness, a radio on the glider is advisable for the instructor to the student.

Topics: a) Gentle banked large diameter circle, simply flying around in a circle. b) Steeper banked smaller diameter, careful of pitch and roll in a smaller circle. c) Very steep very tight, critical co-ordination of pitch and roll.d) Multiple 360º continuous 360º by maintaining correct bank and pitch, allowance for

wind drift.e) Figure eight; alternate 360º with critical control movements avid change in direction,

allowance for wind drift.

Method: First make the pilot fly around in a large circle, on the next flight make him do a coordinated shallow 360º turn, with practice let the pilot gradually steepen the turn and then perform more complicated maneuvers such as 720º turns and figure eight, explain the reversal of pitch and roll controls whilst in a continuous turn and let the pilot prove to himself In practice.

Mistakes: Poor co-ordination in turn, usually due to lack of comprehension, no allowance for wind drift by varying the degree of bank during the turn, stalling midway through a figure eight due to no increase of speed whilst reversing roll.

LESSON FOURTEEN

Purpose: To teach students more in depth detail of aerodynamics, hang gliding equipment, practical flying techniques, aeromedical meteorology and micrometeorology.

Location: Same as lesson six.

Equipment: Same as lesson six.

Topics: a) Discussion-dealing with what has been learnt to dateb) Aerodynamics-lift factors (airfoils, aspect ratio, airspeed and angle of attack); drag

(parasitic and induced); "G" forces (in turns and pullouts, turbulent wind effects (drift and crabbing); spins, spirals; skids; slips; stalls; (in turns, whipstalls, wind gradient, turbulence); pitch-overs.

c) Hang glider equipment-hang glider design (stability, stress loads, maneuverability, stall characteristics, ratings), performance (high speed, penetration, glide angles, sink rate); maintenance (daily and periodic inspection, re- pair and tuning).

d) Practical flying techniques - flight planning; (before and during the flight); evaluating conditions (before and during the flight; emergency crash landings (forced landings with the wind into electric wires, water, or trees); emergency parachute deployments (identifying problem, deployment methods, landing) ; cliff launches; ridge soaring principles; landing in wind shadows; top landing; whipstalls; wing overs.

e) Safety rules-controlled airspace; air rules; local sites, gradings and characteristics; observing student pilots.

f) Aero medical-hypoxia; vertigo; hypothermia; high altitude retinal haemorrage; effects of alcohol, narcotics, tobacco and fatigue.

g) Meteorology and micrometeorology-in detail; air masses, pressures and fronts; valley and mountain breeze; land and sea breeze; gravity winds; orographic lift (ridge and mountain) wave lift; wind shears; cloud; weather evaluation.

Method: A lecture combined with an in depth discussion with class, films and slides etc. The instructor should be confident by the end of the lesson that the pilots can safely select conditions and intermediate flying sites from which to glide without supervision.

7.4 RIDGE SOARING A/B

Ridge soaring is staying aloft by using air currents created by air (wind) being forced up sloping terrain.

Instructional & safety recommendations: The objective of this stage is to introduce students to soaring flight and to make them able to practice and enjoy ridge soaring within safe limitations, as well as to prepare for the next stage. They should also be qualified to become pilots, with the ability to operate alone within safe limitations, and to take the responsibility for their further progression.

This stage has many stages in itself, with increasing difficulty from easy stable conditions with a wide lift band, to marginal, strong or turbulent conditions. When a pilot "masters the art" it seems quite simple, and in a sense it is. This however, should not mislead anybody into believing it is easily mastered. Wrong judgment or maneuvering may easily end up with a downwind crash or drifting to the lee side of the ridge in dangerous rotors and turbulence.

Ridge soaring requires good planning, preparations, take off techniques and good control in the lower speed range. One must be able to fly coordinated turns with a minimum loss of altitude, often in marginal conditions close to the ridges whilst, keeping constant lookout for other traffic and maneuvering according to traffic rules. One must be able to recognize all types of stalls and to execute prompt and correct recovery at first signs with a minimum loss of height and control.

One gets more time to practice in the air than on previous stages, and there is less room for mistakes and errors. Good judgment, control and automatic skills are hence very important together with a slow progress to more difficult conditions.

It is warned against poor techniques or distractions that may lead to loss of airspeed and/or directional control when launching, since it may result in a turn back into the ridge. One example when Setting into flying position in a stirrup or cocoon harness. To avoid ground loops one should have qualified assistance when moving the glider on the ground and when launching, in strong or gusty winds.

Students should only fly from intermediate hills in easy conditions with. a wide lift band, which will allow them to maneuver with a good margin to other traffic and the terrain. They should be careful not to turn before established in a flying position with good control of airspeed and direction. They should not try to return to a lift band, which they have flown out of.

Note: If smooth easy lift conditions exist that are not caused by ridge lift, such as thermals or waves, students may fly provided the safety recommendations are observed.

Only experienced pilots should fly at advanced sites, close to the ridge, in marginal, strong or turbulent conditions or in heavy traffic.

Before progressing to thermal soaring, pilots should have a wide variety of experiences from different sites and conditions.

AIRMANSHIP: The instructor should be convinced that the students are able to take care of their own and other's safety, within applicable rules and recommendations and code of good practice, while operating alone.

LESSON FIFTEEN

Purpose: To teach pilots the art of basic ridge soaring.

Location: A suitable soaring site.

Equipment: A light handling high performance glider and a harness with a parachute are highly recommended at this stage. An altimeter would also be useful.

Topics: a) Flying out through lift band launch into lift, move out beyond wind gradient, 90º turn, 180º turns until beyond lift band.

b) Soaring, make 90º turn nearer to ridge, follow predetermined flight plan with 220º turns at ends of soaring pass.

c) Cliff launch, take off in progressively stronger winds, actually wire launch and assist another pilot for same.

d) Crossing obstacles, gaps, points, altitude, airspeed, heading out min sink, max glide.

Methods: A long lesson in which pilot must be left to progress at his own pace until he can soar. Thorough briefings must be given before each flight and a proper De-Briefing afterwards.

Mistakes: Flying too fast, flying to slow and stalling, caught in wind gradient by turning too sharp and too close to ridge, side slipping too much In turns, not obeying air rules (collision avoidance).

LESSON SIXTEEN

Purpose: To teach pilots more advanced ridge soaring.

Location: Same as lesson fifteen.

Equipment: Same as lesson fifteen.

Topics: a) Stalls in ridge lift - cross wind, into wind, gentle, steep, far out, closer to ridge, head out slow to cheek penetration.

b) Inward soaring turns - gentle turns, steep turns, far out, closer to ridge. c) Downwind stalls in ridge lift gentle, steep, far out, closer to ridge. d) Out and return - flying far out in front, altitude vs distance out, returning to lift band.e) Marginal lift - lighter winds, nearer to face, remaining above or upwind of potential

rotors, slight increase on airspeed.

Method: Same as lesson fifteen.

LESSON SEVENTEEN

Purpose: To teach pilots more advanced maneuvers in lift- OPTIONAL but on pilot’s request.

Location: Same as lesson fifteen.

Equipment: Same as lesson fifteen

Topics: a) Stall turn - gradually build up from almost wings level stall to a steep angle of bank stall turn, initially into wind and eventually crosswind.

b) Whip stall - execute steep stalls building up gradually from mild stalls to whipstalls, first directly into wind and eventually cross and even downwind.

c) Wingovers - combine gentle whipstalls and stall turns until eventually the more radical wing overs are being made.

Methods: Another long lesson which must be done gradually while pilot practices ridge soaring. Demonstrations of the more complicated maneuvers will be necessary but practice and gradual build up is the only key. These maneuvers must only be experienced with under close observation of an instructor who must be highly critical of the errors.

Mistakes: Un coordinated stall turns or wing-overs, incorrect recovery reactions.

LESSON EIGHTEEN

Purpose: To teach pilots how to top land.

Location: Same as lesson fifteen.

Equipment: Same as lesson fifteen.

Topic: a) Judging conditions - whilst soaring check wind strength direction and steadiness. b) Decision - decide which moment is safe, what altitude is required to fly over the back

and what approach to adopt. c) Penetration from behind ridge - practice going behind and penetrating back, and

eventually far enough to top land at correct spot. d) Techniques - airspeed, easing off, breaking through wind gradient. e) Choosing top landing positions - smooth strong wind - behind round edge or gaps.

Methods: First always visit top landing site and watch regular fliers, then watch from the air and follow some one else within a few moments, instructors to be highly critical of slow flying or poor approaches.

Mistakes: Stalling in wind gradient, flying too far back and not penetrating forward.

7.5 Stage 4, Thermal Soaring B/C

Thermal soaring is staying aloft by using up going air currents created by thermal activity.

This stage has unstable air and turbulence as key words. One must be prepared to be forced to operate close to the safe operating limitations for the equipment, both speeds and loads. Even while one certainly should give both equipment and oneself good safety margins, one must be prepared for the possibility that those margins may be passed. A thorough knowledge of emergency procedures, such as recovery from stalls, spins, spirals, sideslips and unusual attitudes (ex. upside down), as well as use of parachute, is very important. One must have a thorough knowledge of performance curves and correct flying speeds (speed polars), design limitations and load factors.

Thermal soaring requires the ability of fast and accurate evaluations of conditions and situations combined with fast and precise maneuvering. One must master all types of 360º turns combined with low speeds to get maximum performance in different conditions.

Before progressing to the next stage one must be able to, with a great deal of accuracy, evaluate conditions to be acceptable or unacceptable in relation to safety.

It is warned against radical conditions, because of the enormous forces that may be present. Regardless of pilot skill and experience one may easily lose control and/or get structural failures. One must never overestimate oneself or the equipment. If one meets strong turbulence, don't panic and try to avoid it by sharp turns or high speeds, since this actually increases the possibilities for structural failures or loss of control. Correct maneuvering in strong turbulence is actually slow speeds and flight straight ahead or shallow banks is necessary.

Airmanship Pilots should be considered to be able to take care of their own and others safety while flying at this stage.

LESSON NINETEEN

Purpose: To teach pilots more on the theories of scaring, micro-meteorology and the formation and harnessing of thermals.

Location: Same as lesson fourteen.

Equipment: Same as lesson fourteen.

Topics: a) Sum up ridge soaring in detail - soaring techniques, advanced maneuvers, top landings. b) Air flow - ridge and wave lift, orographic and convective lift.c) Micrometeorology stability, instability, inversions, lapse rates, thermal formation. d) Thermal detection and techniques of using them. Recognition of thermal conditions.e) Meteorology-cold fronts, thunderstorms, squall lines, wind switches.f) Air law - local controlled air space, air corridors, airport limitations, prohibited areas.g) Aeromedical - hypothermia; hypoxia; vertigo, effects of alcohol; tobacco, narcotics and

non-narcotics; high altitude retinal haemorrage

LESSON TWENTY

Purpose: To teach students the art of thermal soaring.

Location: A suitable ridge soaring site renowned for thermal soaring.

Equipment: Any high performance hang glider, a harness with a parachute, a variometer and an altimeter.

Topics: a) Thermal detection - lift whilst ridge soaring, apparent wind direction changes in air, sudden lack of penetration etc, thermal cycles.

b) Thermal coring - using variometer to find area of strongest lift, trying to remain in lift. c) Skilled thermal techniques - weak lift, remain in it until it develops, remaining in thermal

up to cloud base or maximum safe altitude, drifting with thermal. d) Laws of thermal soaring - air laws i.e. turning in same direction as other gliders.

Method: Whilst practicing ridge soaring first experiences with thermals should be had, initially 180º turns into strong lift and eventually 360º turns, thorough briefings before each flight when thermal activity is predicted, De-briefings after encounters, use of varies in coring. lose ground reference to drift with thermal but remain within reach of flying area. Only mild conditions at first.

Mistakes: Not remaining in lift, not obeying airlaws, not drifting but remaining above a fixed position, not watching variometer.

7.6 Gross Country Flying, C

Cross Country flying is to use up going air currents to fly away from (and maybe return to) the local flying site.

This stage has nearly unlimited possibilities, from short easy flights to really demanding long distance flights, where if conditions permit, the pilot's ability, knowledge, skill, experience and airmanship as well as his/her determination will set the limits. It is here that pilot’s ability is put on the ultimate test.

One must be able to plan, administer and perform each flight within safe limitations to be able to go really far. One must have a thorough knowledge of aerodynamics, meteorology as well as air traffic rules and Iaws of airspace. With regard to the planned flight and existing and possible conditions one must choose correct equipment like clothes, aids and emergency equipment, as well as organizing necessary transport and pick up, radio communications and procedures for use in an emergency situation such as landing and getting injured in deserted and difficult terrain.

Cross-country flying requires the ability to find all types of lift as well as correct maneuvering in lift and sink areas. One must be able to judge the terrain and conditions so as not to land where it is prohibited or where one may add injuries to oneself or others or in areas that are remote. One must be able to very quickly to pick out the best landing fields if one has to go down, and if necessary set up a precision approach to a small landing field with a short field landing over possible barriers. This is because any type of injuries may have the most serious con- sequences.

It is warned against cross-country flying into remote and deserted areas, over areas with no possibilities for emergency landings and over water. One must always make sure that some-one knows where one intends to fly, and that a search is activated if found necessary, If there is any possibilities for a landing in remote and deserted areas one should bring an emergency pack according to the conditions.

LESSON TWENTY ONE

Purpose: To teach pilots the methods dangers and safety precautions of cross country flights.

Location: Same as lesson fourteen.

Equipment: Same as lesson fourteen.

Topics: a) Principles of cross country flights - thermals, downwind, best glide angles and speeds to next thermal, soaring along mountain range, wind shears, waves, precognition of thermal condition, preparation, studying terrain.

b) Awareness during flight - possible thermal sources, possible sink areas, landing army alternate landing areas, wind pattern on land on route, changing weather patterns, physical and mental well being (hypothermia, hypoxia, retinal haemarrage etc.)

c) Additional safety equipment - communications, high energy low volume sustenance, liquid, first aid equipment, snake bite outfit for snake infested territory, clothing for protection from elements both in the air and on the ground, cutting instrument, Source of ignition.

Method: Same as lesson fourteen.

LESSON TWENTY TWO

Purpose: For pilots to gain experience in cross-country flight.

Location: Any suitable flying site.

Equipment: Same as lesson twenty but with additional safety equipment.

Method: This lesson can only be done with practice over a long period of time and many flights. The pilot should just fly with experienced cross-country pilots and follow them on cross-country flights until he/she is competent.

7.7 GENERAL

At any stage, both students and pilots undergo "conversions". This could be, a conversion to a new hang glider, harness or flying sites etc. They should be limited to one conversion at a time and they should only do this conversion in the safest of conditions. e.g. Do not fly a new hang glider from a tricky site or in conditions not classed as perfect. This applies to any pilot, no matter how experienced he is. After a long break pilots should also be made to fly in more perfect circumstances (conditions and site) than they have previously flown successfully in.

7.8 ADDENDUM "TETHERED TRAINING TECHNIQUE"By Skip Dennis

The Tethered Training Technique was developed in Wales by the Welsh Hang Gliding Center. Gerry Breen, director at the Welsh Hang Gliding Center began this method by attaching ropes to various points on his training gliders. When certain ropes are pulled or tension applied from the ground, certain attitude adjustments can be made on the hang glider in flight.

While teaching hang gliding at the Guadalope sand dunes in California there was little need to have external control over trainer gliders. The soft sand acts as a cushion for hard landings. If a student loses pitch or roll control, during beginning flights over the sand, any resulting impact has a less chance of causing injury to the student in comparison to one on solid ground.

Teaching on sand reduces the liability to an instructor. Hard landings on sand dunes usually result in sand in the face,' but a rough landing on solid ground means scrapped and bruised skin if not more! Hang gliding instruction

over an earth and rock terrain presents a greater liability question for a large, school's successful business operation.

The Tethered Training Technique turns over 75(+)% of the hang glider's control .to the instructor and participating students in beginning flights.

Ropes are attached to the glider at certain points. A rope is looped around the junction of the cross bar and leading edge on both sides. (refer to diagram A). These side ropes, 15 to 20 metres in length, are held by students who stand out to the sides, just in front of a line extending out from cross bar, close to the extent of their tether line. The students pick a point directly ahead of them. When the hang glider begins his take-off run, the side assisting students run down hill, tether lines taunt, in a straight line parallel to the glider. If the assisting students hold equal tension on their ropes, the glider cannot fly in any direction other than straight down the hill. (refer to diagram B).

The students must be aware of their role in the instruction procedure. The students running the side tethers control the roll arms of the glider. The "side" people's downhill run must be unobstructed and they must be sure not to let loose of their rope. In the event a rope falls loose, the student opposite should observe the hang glider. If the glider is turning away from the student, with rope control, that person should Maintain tension and correct the drift. If the glider is moving towards the active student, the rope should be released. No pressure should be exterted on the lone side line with the glider flying in a straight line or towards the side person. The pressure would cause a turn out of the desired glide path. The tether lines should have "knots" tied in them at their far extent for good grasp. The tether lines should never be wrapped around the hands or arms.

The instructor uses 2 ropes in non-soarable conditions to control the pitch of the hang glider. (Refer to diagram C). One rope is attached, using a bridal, to both lower ends of the control bar. The lower rope is held by the instructor, who is positioned at the rear of the glider. When the lower rope is pulled during the flight, it causes the nose of the glider to drop increasing airspeed preventing a stall. The upper rope, sometimes known as a "turkey jerk", is connected to the top of the king post. When the upper rope is pulled the nose of the glider comes up reducing the airspeed, and it may avert ground impact.

The Tethered Training Technique is a very versatile teaching method. In low winds (0-15 m.p.h.) the instructor stands in the rear with a tether line in each hand, he can also assist in take-off with a keel push. Once the student is aloft, the instructor, via the tether lines, can control the pitch of the glider throughout the entire flight and even do the flare for landing. In low winds the ground speed of the glider is fast. After launching the glider will fly ahead of the instructor, so the tether lines must be a least 50 to 75 feet in length for good control.

The instructor's position changes with an increase of wind speed. In 15 m.p.h.(+) winds with small gust variances the trainer stands just ahead of the glider holding a single rope attached to the nose. The higher wind speed provides easy take-offs for the students. The nose rope prevents the frequent mistake of stalling after takeoff. The slow ground speed, associated with high winds, enables the instructor to run under the glider giving oral instructions to the students.

During the tethered training flights, the instructor can stop the flight in progress. The instructor orders the students on the side ropes to slow down causing back-pressure on the ropes, slowing the glider’s airspeed, and bringing the kite down to a gentle parachute landing. It is important that the students act together with equal back pressure, so the glider maintains its heading during descent.

In soarable winds (15 (+) m.p.h.) the instructor can rather soar the trainer glider. The instructor stands close in front of the glider, and the student assistants are out to the sides at the extent of their ropes, holding tension. The pilot takes a step forward and pushes out. As the hang glider rises into the air, the instructor feeds line out. The side assistants walk inward towards the center as glider rises and backs outwards as the glider descends. The pilot after gaining sufficient altitude is told to come to neutral bar position and control the pitch altitude. When slack exists in the instructor's line, the student is controlling the hang glider's pitch.

Important things to remember:1) Gloves should be worn by all people handling the tether lines. 2) The running paths used by the tether people must be unobstructed. 3) People with leg or ankle problems should wear supportive Leg and foot gear. 4) The hang glider's flight path must be free of obstacles that could catch the

tether ropes.

One incident involved the rope attached to the king post. This rope got caught between two rocks, forcing the glider into a steep climb, nose high attitude. The hang glider stalled dramatically, but because equal pressure was held on the sides, the hang glider parachuted gently to the ground.

Some ground school instruction must be devoted to Tethered Training Techniques. Students should be told what effect their line handling has on the hang glider's roll attitudes. Students involvement in the tether training method is a good teaching tool. People learn about glider control by participating in the flights of their peers. The tether method has proven to be a valuable non-complicated teaching aid in hang gliding instruction. This teaching system has enabled non-aggressive students to experience first day flying success, which would otherwise be limited.