U.
S. Department of Transportation Federal Aviation Administration Advisory Circular Subject: Airline Transport Pilot Certification Training Program Date: 6/21/23 AC No: 61-138A Initiated by: AFS-200 Change:
1 PURPOSE OF THIS ADVISORY CIRCULAR (AC). This AC provides information and courseware guidelines to authorized providers to aid in the development of a training program which meets the requirements of Title 14 of the Code of Federal Regulations (14 CFR) part 61, § 61.156. In addition, this AC provides guidance regarding designing and implementing acceptable methods of compliance with the requirements of § 61.156.
This AC describes acceptable means, but not the only means, to implement and maintain an airline transport pilot (ATP) Certification Training Program (CTP). The contents of this document do not have the force and effect of law and are not meant to bind the public in any way, and the document is intended only to provide information to the public regarding existing requirements under the law or agency policies.
2 AUDI ENCE. The primary audience for this AC is training personnel involved in the development and delivery of an ATP CTP under 14 CFR part 121, 135, 141, or 142. Pilot applicants for an ATP Certificate with an airplane category multiengine class rating or an ATP Certificate issued concurrently with a type rating should also be familiar with the contents of this AC.
3 W HERE YOU CAN FIND THIS AC. You can find this AC on the Federal Aviation Administration’s (FAA) website at https://www.faa.gov/regulations_policies/advisory_cir culars and the Dynamic Regulatory System (DRS) at https://drs.faa.gov.
4 WHAT THIS AC CANCELS. AC 61-138, Airline Transport Pilot Certification Training Program, dated July 2, 2013, is canceled.
5 RELATED 14 CFR REGULATIONS. Parts 61, 91 subpart K (p art 91K), 121, 135, 141, and 142.
6 DEF INITIONS.
6.1 Flight Training Device (FTD). A replica of aircraft instruments, equipment, panels, and controls in an open flight deck area or an enclosed aircraft cockpit replica. It includes the equipment and computer programs necessary to represent aircraft (or a set of aircraft) operations in ground and flight conditions having the full range of capabilities of the systems installed in the device as described in 14 CFR part 60 and the Qu alification Performance Standards (QPS) for a specific FTD qualification level.
6.2 F ull Flight Simulator (FFS). A replica of a specific type, or make, model, and series (M/M/S) aircraft cockpit. It includes the assemblage of equipment and computer
2 programs necessary to represent aircraft operations in ground and flight conditions, a visual system providing an out-of-the-cockpit view, a system that provides cues at least equivalent to those of a three-degrees-of-freedom motion system, and has the full range of capabilities of the systems installed in the device as described in part 60 and the QPS for a specific FFS qualification level.
6.3 Flight Simulation Training Device (FSTD). An FFS or an FTD, as qualified under part 60.
6.4 Conceptual Proficiency. The state of performing a given skill with satisfactory and consistent correctness.
7 RELATED GUIDANCE. See Appendix C, Related Guidance.
8 BACKGROUND.
8.1 Aviation Rulemaking Committee (ARC). The FAA published an Advanced Notice of Proposed Rulemaking (ANPRM), New Pilot Certification Requirements for Air Carrier Operations, on February 8, 2010 (75 FR 6164). In response to the ANPRM, the FAA Administrator chartered the First Officer Qualifications (FOQ) ARC on July 16, 2010.
8.2 FOQ ARC Background. The ARC was chartered to develop recommendations regarding rulemaking on the flight experience and training requirements of a pilot prior to operating as a first officer in part 121 air carrier operations.
8.2.1 The FOQ ARC was composed of subject matter experts (SME) from nine organizations.
The organizations were Regional Airline Association (RAA), Aviation Accreditation Board International (AABI), National Business Aviation Association (NBAA), National Air Disaster Alliance/Foundation (NADA/F), Aircraft Owners and Pilots Association (AOPA), Air Line Pilots Association, International (ALPA), The Coalition of Airline Pilots Associations (CAPA), Pilot Career Initiative (PCI), and Air Transport Association of America, Inc. (ATA).
8.2.2 The ARC members’ expertise included significant levels of experience in air carrier operations; development, implementation, and management of pilot training and qualification programs; the establishment of pilot training and qualification standards at the domestic and international level; and public advocacy for aviation safety. The FOQ ARC members determined that there is a knowledge and experience gap when comparing the training a pilot receives for a Commercial Pilot Certificate to the competencies required of a part 121 first officer.
8.3 Public Law (PL) 111-216. On August 1, 2010, President Obama signed into law the Airline Safety and Federal Aviation Administration Extension Act of 2010 (PL 111-216).
Section 217 of the Act required the FAA to modify the requirements of an ATP Certificate, as issued under part 61. Specifically, to be qualified to receive an ATP Certificate, the pilot must have received flight training, academic training, or operational experience that will prepare a pilot, at a minimum, to function effectively in a multipilot [multicrew] environment; function effectively in adverse weather conditions; function
3 effectively during high-altitude operations; adhere to the highest professional standards;
and function effectively in an air carrier environment. This section also required the Administrator to determine an appropriate amount of experience in difficult operational conditions that should be required to be eligible for the issuance of an ATP Certificate (refer to PL 111-216, section 217(c)(2)).
8.4 Addressing the Knowledge Gap. Though PL 111-216 focused primarily on modifications to the certification requirements for an ATP Certificate, the knowledge gap identified by the FOQ ARC remained relevant as both initiatives focused on enhancing the qualifications and training for pilots that desire to work in an air carrier environment.
The FAA has determined this knowledge gap extends to pilots beyond part 121 air carrier operations to also include pilots that are required by regulation to hold an ATP Certificate (part 91, § 91.1053 and part 135, § 135.243). This knowledge gap can be best and most effectively bridged through successful completion of a modern flight training program that methodically integrates academic training and aeronautical experience in an FSTD.
8.5 Notice of Proposed Rulemaking (NPRM). On February 29, 2012, the FAA published the Pilot Certification and Qualification Requirements for Air Carrier Operations NPRM (77 FR 12373). The proposed rule set forth the proposed training requirements for the ATP Certificate that included the ATP CTP. The FAA also published a draft AC titled “Airline Transport Pilot Certification Training Program for Airplane Category Multiengine Class Rating or Type Rating.” The draft AC outlined a training program containing both academic and FSTD training. The FAA amended both the final rule and this AC based on public comments submitted to the Federal Register (FR).
8.6 ATP CTP. The ATP CTP is designed to bridge the knowledge gap between a pilot who holds a Commercial Pilot Certificate and a pilot operating in an air carrier environment.
Bridging this gap requires training in essential subject areas as determined by PL 111-216 and recommended by the FOQ ARC. This was subsequently adopted in the “Pilot Certification and Qualification Requirements for Air Carrier Operations” rulemaking as required by § 61.156. Successful completion of the ATP CTP will ensure that an ATP applicant receives the baseline knowledge and experience to prepare them for the duties, responsibilities, and challenges of an air carrier environment.
9 TRAINING PROGRAM GENERAL.
9.1 Persons Required by Regulation to Hold an ATP Certificate. The ATP CTP applies to applicants for an ATP Certificate with airplane category multiengine class rating or an ATP Certificate issued concurrently with an airplane type rating and is intended to prepare the applicant to operate safely in those operations which require an ATP Certificate by rule. In part 121 operations, each pilot in command (PIC) and each second in command (SIC) is required to have an ATP Certificate, pursuant to part 121, § 121.436(a) and (b). Under part 135, commuter operations using multiengine airplanes with nine or fewer passenger seats (Scheduled 135), on-demand operations using multiengine airplanes with 10 or more passenger seats, and turbojet airplane operations require the PIC to hold an ATP Certificate with an airplane category multiengine class rating (and appropriate type rating, if required) pursuant to § 135.243(a). Part 91K
4 operations require all PICs of multiengine turbine-powered fixed-wing airplanes to hold an ATP Certificate, pursuant to § 91.1053(a)(2).
9.2 Training Program Overview. The ATP CTP is a prerequisite for the FAA’s highest certificate and includes training in aerodynamics, automation, adverse weather conditions, air carrier operations, transport category aircraft performance, professionalism, and leadership and development. This AC is designed to provide guidance to training providers in developing the components of an ATP CTP submitted for FAA approval. The training program will impart conceptual knowledge through academics and consolidate that knowledge through training in an FSTD. The training program will provide an applicant for an ATP Certificate with an airplane category multiengine class rating or an ATP Certificate issued concurrently with an airplane type rating with the knowledge and competencies required to function effectively as a professional flightcrew member in an air carrier environment. There are two core principles designed into this training program:
• Each subject taught must be related to its applicability to air carrier operations, and
• Concepts learned in the academic portion of the program will be reinforced in the FSTD portion of the course.
10 UPDATES/TECHNOLOGY. This AC will be revised as needed to accommodate new academic areas and/or new technologies. Training providers can add material or revise the ATP CTP as technologies/procedures change without a corresponding AC change.
However, changes to approved training programs and course material must be submitted for review and approval by the Office of Safety Standards (OSS), as described in paragraph 11, because the ATP CTP would deviate from the original ATP CTP as approved by the Administrator, pursuant to § 61.156.
11 OBTAINING PROGRAM APPROVAL.
11.1 Working with an Assigned Inspector. Part 121, 135, 141, or 142 certificate holders (CH) seeking approval for an ATP CTP should work with their assigned inspector (Principal Operations Inspector (POI)/Training Center Program Manager (TCPM)) using this AC and the ATP CTP Course Approval Job Aid located on the FAA Pilot Training website at https://www.faa.gov/pilots/training/atp. Once the assigned inspector has determined that the submitted program meets all of the requirements of § 61.156, the assigned inspector should forward the completed job aid and program to the appropriate division within the OSS, as discussed in paragraph 11.2, for review.
11.2 Initial and Final Approval. An ATP CTP must be approved by the Administrator, pursuant to § 61.156. The Air Transportation Division and the General Aviation and Commercial Division (as applicable) will conduct a review of the program. For program approvals submitted by part 121 air carriers, part 135 operators, or part 142 training providers, the Air Transportation Division must concur with initial and final approval.
For program approvals submitted by part 141 pilot schools, the General Aviation and Commercial Division must concur with initial and final approval. Initial approvals will be valid for 1 year (unless extended by the Air Transportation Division or the General
5 Aviation and Commercial Division). Within 1 year, the Air Transportation Division or the General Aviation and Commercial Division will conduct an evaluation of each approved ATP CTP. If the program and flight training equipment meet the requirements of § 61.156 and the regulations as set forth in part 121, 135, 141, or 142, as applicable, the program will receive final approval. Revisions to approved programs must be resubmitted through the CHs’ POI or TCPM.
12 INSTRUCTOR QUALIFICATIONS. Instructor requirements for the ATP CTP can be found in the 14 CFR part under which the course is offered. In addition to the general instructor requirements set forth by each part, the specific requirements to instruct an ATP CTP are found in § 121.410; § 135.336; part 141, § 141.33; and part 142, § 142.54.
The instructor qualifications discussed in this AC are set forth by these regulations.
12.1 Baseline Instructor Requirements. To support these principles, the regulations in each 14 CFR part under which an ATP CTP may be offered require all instructors of the ATP CTP to hold an ATP Certificate with an airplane category multiengine class rating, and have at least 2 years of air carrier experience. Air carrier experience for the purpose of establishing eligibility to instruct the ATP CTP is defined as experience as a PIC in operations under § 91.1053(a)(2)(i) or § 135.243(a)(1), or as a PIC or SIC under part 121.
In addition, instructors must also be qualified to instruct under the regulatory part for which the ATP CTP is delivered, which includes the training requirements as subsequently set forth.
12.2 Instructor Training Requirements.
12.2.1 Instructors who provide ground and/or flight training must receive initial training on the course material and the following topics (refer to §§ 121.410(b)(3), 135.336(b)(3), and 142.53(a)(2); part 141 instructors are required to hold a flight instructor certificate under § 141.33(a)(3) and (4), and training for the certificate would have included the following topics):
1. The fundamental principles of the learning process;
2. Elements of effective teaching, instruction methods, and techniques;
3. Instructor duties, privileges, responsibilities, and limitations;
4. Training policies and procedures; and
5. Evaluation.
12.2.2 Instructors who provide training in an FSTD must (1) have an appropriate airplane type rating for the airplane which the FSTD represents, and (2) must have received training within the preceding 12 months from the CH on the following topics (refer to §§ 121.410(b)(4), 135.336(b)(4), 141.33(a)(4)(iii), and 142.53(a)(4)):
1. Proper operation of flight simulator and FTD controls and systems;
2. Proper operation of environmental and fault panels;
3. Data and motion limitations of simulation;
4. Minimum equipment requirements for each curriculum; and
5. The tasks and maneuvers that will be demonstrated in the FSTD.
12.3 SME Instructors. The FAA recognizes the training course contains academic subjects for which SMEs might be appropriate. The FAA sees benefit in the delivery of a specialized subject by a SME, such as meteorology, human factors, or flight dispatch.
Because the subjects focus on applying knowledge to an air carrier environment, FAA policy allows SMEs to deliver content in the ATP CTP; however, the presence of an instructor with the required air carrier operational experience is concurrently required.
This will help ensure that the material presented is applied and given in context to air carrier operations.
12.4 Previous Experience.
12.4.1 The FAA recognizes that, due to many factors (e.g., defunct air carriers), employment records to verify the minimum 2 years of air carrier experience may not always be available. The FAA has developed guidance in Appendix B, Documenting Previous Experience Guidance, which provides a method for a pilot to attest to previous experience that is acceptable to the FAA.
12.4.2 The FAA also recognizes that some of the requirements may be duplicative for holders of a flight instructor certificate and instructors qualified under certain rule parts. For example, the fundamentals of instruction are trained and evaluated as part of the practical test for receiving a flight instructor certificate under part 61 as well as for instructors teaching under part 142. The fundamentals of instruction are reemphasized for an active flight instructor through instructor refresher courses and annual training provider evaluator/instructor training. As such, with sufficient documentation, the FAA does not believe pilots with current flight instructor certificates or currently qualified part 142 training provider personnel need to repeat such training. The FAA has made accommodations for possible duplicative instructor requirements by providing relief for those instructors who already possess a flight instructor certificate (refer to §§ 121.410(b)(3), 135.336(b)(3), and 142.54(c); instructors under part 141 are required under § 141.33 to hold a flight instructor certificate, therefore, these training elements are not listed in part 141).
13 ACADEMIC TRAINING PHILOSOPHY.
13.1 Bridging the Knowledge Gap. The intent of the academic training portion of the ATP CTP is to bridge the gap between the knowledge of a commercial pilot and that expected of an ATP Certificate holder. This knowledge is the academic foundation for applicants to begin understanding the complexities they will face in the next phase of their professional development.
13.2 Learning Objectives. This AC provides greater detail on the subject material outlined in the regulation and sets forth the learning objectives that should be the goal of each section. Many sections also contain references to additional resources where additional information can be found. Each application to establish and implement an ATP CTP
7 should include a syllabus and course material to demonstrate how and to what extent each subject will be taught.
13.2.1 In the suggested academic training topic curriculum in paragraph 14, the FAA has identified subject areas that can be taught at a high level or by simply an introduction of the topic; these are identified as “Overview.” These topics are intended to be introductory, as the students will receive aircraft, operation, and carrier-specific details later in their training.
13.2.2 All other subjects without the “Overview” designation should be taught with sufficient detail to impart knowledge, meet the learning objective, and enable the applicant to both correctly answer questions in the academic evaluation of the course (described in paragraph 16) and pass the ATP knowledge test.
13.3 Methods of Classroom Instruction. Section 61.156(a) requires an applicant to receive at least 30 hours of classroom instruction (“classroom instruction” means that the instruction is provided in a fully interactive environment). Classroom instruction may be accomplished in a physical classroom or by virtual classroom instruction methods as long as the training objectives are satisfied. Regardless of whether the training provider chooses to accomplish the academic training in a physical classroom or through the utilization of a virtual classroom instruction methodology, the training provider’s method for classroom instruction must be interactive. In other words, classroom instruction must allow the instructor and students to interact (including visually) in a real-time environment that facilitates conversation among and between all the students and the instructor concurrently. Additionally, classroom instruction allows the instructor to monitor and measure student engagement in real time. Therefore, asynchronous methods of instruction (e.g., prerecorded video lessons, computer-based training, correspondence learning, etc.) are not considered acceptable methods of meeting the requirements of classroom instruction required by § 61.156(a). Any virtual classroom instruction should be synchronous (i.e., all students participating simultaneously) and instructor-led. This instructional method is commonly termed “virtual instructor-led training (VILT).”
13.3.1 The FAA specifically encourages classroom instruction through facilitated discussion modules. The instructor requirements for the ATP CTP are designed in a way that allows experienced instructors to associate training elements with real-world applications and scenarios. The academic training is not intended to be strictly lecture-type instruction but, rather, instruction in which students are asked to participate in a discussion regarding the training elements. The training provider’s design and implementation of the ATP CTP should ensure that the knowledge gained in the academic portion of the course will meet the training objectives and be directly applicable to air carrier operations and the operation of sophisticated, high performance, large, turbine aircraft.
13.3.2 Student engagement is a critical aspect of classroom instruction, regardless of whether it is administered in person or through a virtual classroom. The ATP CTP should contain
8 adequate policies and procedures that will ensure that students remain engaged in the learning process during the ATP CTP. Examples include, but are not limited to:
• Restrictions on cell phone use and mitigations of other distractors.
• Adequate breaks throughout classroom day.
• Student attendance policies.
• Instructor monitoring of student engagement.
13.3.3 While an ATP CTP may employ a virtual classroom instruction methodology to deliver the academic portion of the ATP CTP, training providers should consider the nuances and potential challenges of such a methodology. For an ATP CTP that utilizes, or plans to utilize, a virtual classroom instruction methodology, the ATP CTP application should describe in detail how the training provider will ensure training effectiveness comparable to that found in the physical classroom. The following list includes areas which the training provider should consider when developing a virtual classroom instruction methodology for the ATP CTP and may be useful in ensuring that the objectives of the training can be achieved. Policies, procedures, and controls that should be considered include, but are not limited to:
1. A description of the extent to which student cameras will be utilized during virtual classroom instruction;
2. Student equipment requirements for the virtual classroom instruction (e.g., minimum screen size required, microphone, camera, software, operating system, etc.);
3. How the training provider will support students with virtual classroom instruction, including access procedures, IT support processes, and procedures for the student to notify the instructor of lost communications;
4. A process to address an issue where the student or instructor connectivity issue cannot be resolved promptly, which should include that the student will be rescheduled for that training module and that an instructor will repeat the module with the student to receive module credit;
5. A method for the training provider to validate that student facilities and equipment are adequate for enrollment of virtual classroom instruction;
6. Methods/tools to be utilized to ensure student engagement;
7. How training will be accomplished when students and instructors are in different time zones;
8. Description of the training platform the training provider intends to utilize, including the methods used to validate the effectiveness and usability of the platform to deliver the training;
9. Training for instructors on how to facilitate and teach in a virtual classroom;
10. A method to determine the effectiveness of training, to include validation of student knowledge throughout virtual classroom instruction and upon arrival at the training provider for completion of the training curriculum;
11. Instructor qualifications and ability to instruct through virtual mechanisms, including the determination of instructor eligibility, virtual classroom instruction designation, and the determination of the effectiveness of the instructors conducting virtual classroom instruction (e.g., effective communication over virtual platforms, or the ability to troubleshoot the software platform);
12. A method to identify and document the training the instructor has successfully completed to qualify for virtual classroom instruction;
13. A means (included in student records as applicable) to identify students that have received virtual classroom instruction;
14. A method of ensuring that the management, staffing, instructors, training curricula, and courseware utilized for virtual classroom instruction remain under the control of the training provider;
15. A method of ensuring that all of the training provider’s employees with virtual classroom instruction duties and responsibilities are adequately trained in their duties and responsibilities;
16. A description of how the training provider will notify and provide access to the Administrator for all virtual classroom instruction training delivered;
17. A policy that requires students to complete the end-of-course academic evaluation(s) at the training provider’s physical location where it can be proctored by a qualified instructor, or a method that will ensure the integrity of the evaluation when conducted virtually;
18. A description and demonstration of the maximum class size that will allow for adequate interaction and student engagement monitoring for virtual classroom instruction;
19. The methods by which the training provider will validate student identity
(e.g., instructors will validate the student’s personal information by comparing the documents supplied by the student during the enrollment process to the materials and facial recognition presented on the video system); and
20. A policy identifying that the courseware and content utilized in virtual classroom instruction is identical to that which is delivered in a physical classroom.
14 ACADEMIC TRAINING TOPICS. The ATP CTP must include at least 30 hours of classroom instruction per § 61.156(a), broken down into minimum hour requirements for specific academic training areas (e.g., 8 hours of instruction on aerodynamics). This paragraph sets forth the required overarching training areas and provides a recommended structure of training for each area, similar to the format of a curriculum or syllabus.
14.1 Aerodynamics, Including High-Altitude Operations (Minimum: 8 Hours).
14.1.1 High-Altitude Operations.
14.1.1.1 Learning Objective. Students will have an understanding of aerodynamics, especially at altitudes near the maximum operating altitudes and at high operational weights. Students will also understand the narrow operating margins in these conditions and how to safely conduct flight operations in large transport category airplanes with varying operating conditions.
14.1.1.2 Training Topic Components.
1. Basic principles of energy management (kinetic and potential);
2. Relationship between Mach number, indicated airspeed, true airspeed, and change over altitudes;
3. Bank angles at high altitude and its effect on high and low speed operating margins;
4. Relationship between altitude capability, weight, and temperature;
5. Convergence of maximum operating limit speed (VMO/MMO) and stall angle of attack (AOA), including turbulence considerations;
6. High-Altitude/Low Energy Recovery; speed reductions at high altitude;
excursions behind the power curve at high altitudes and associated recovery techniques (high-altitude slowdowns, emphasize no jeopardy events when needing to vacate altitudes for operational considerations);
7. Maximum Lift over Drag Ratio (L/D Max), best range, best endurance;
and
8. Flight characteristics of swept wing airplanes, use of a yaw damper, and phenomena such as Dutch roll.
14.1.2 Stall Prevention and Recovery Training.
14.1.2.1 Learning Objective. Students will understand the factors leading to a stall, indications of an impending stall, full stall identification, and proper stall recovery techniques. The student will know how and when to use these principles in flight operations of large transport aircraft for the prevention and recovery of stall events. (Refer to the current edition of AC 120-109, Stall Prevention and Recovery Training.)
14.1.2.2 Training Topic Components.
1. Understanding that a reduction of AOA is required to initiate recovery of all stall events (approach-to-stall and aerodynamic stall).
2. Awareness of the factors that may lead to a stall event during automated and manual flight operations including:
• AOA versus pitch angle;
• Bank angle and G-loading;
• Weight and center of gravity (CG);
• Autothrottle or AOA protection;
• Overreliance on automation/complacency;
• Lack of situational awareness (SA); and
• Contamination (ice).
3. Differences between transport category airplane certification and general aviation airplane certification regarding use of flight controls at high AOA. For example, transport category airplanes are certified to provide roll authority to the pilot all the way up to full stall identification.
4. The necessity for smooth, deliberate, and positive control inputs to avoid unacceptable load factors and secondary stalls.
5. For airplanes equipped with a stick pusher, recommended recovery actions which include allowing stick pusher activation as a stall recovery. (Refer to National Transportation Safety Board (NTSB) Report Number AAR-10-01 of Colgan Air 3407; and AC 120-109.)
6. Differences in airplane performance (thrust available) during high- versus low-altitude operations, the effects of those differences on stall recovery, and the anticipated altitude loss during a recovery.
7. Overview of stall-related accidents and incidents in transport category airplanes. (Refer to NTSB Animation of Colgan Air 3407, Dutch Safety Board Animation of Turkish 1951.)
14.1.3 Upset Prevention and Recovery Training.
14.1.3.1 Learning Objective. Students should understand the factors that may lead to airplane upset, learn proper airplane upset prevention and recovery techniques, and apply these principles while operating transport aircraft.
14.1.3.2 Training Topic Components.
1. Factors which contribute to airplane upsets (refer to Airplane Upset Recovery Training Aid Revision 2):
• Environmental: including clear air turbulence, mountain wave, windshear, thunderstorms, microbursts, wake turbulence, and airplane icing.
• System malfunctions or failures: including flight instrument, autoflight, flight control, and other system anomalies which could contribute to upsets. (Refer to BEA (Bureau d'Enquêtes et d'Analyses) Report of Air France 447.)
• Pilot-induced: including misinterpretation or slow instrument cross check, improper adjustment of attitude and power, improper pilot input, inattention, distractions, spatial disorientation, pilot incapacitation, and improper use of airplane automation. (Refer to NTSB report of Midwest Airlines 490.)
• Avoiding cyclical or oscillatory control inputs to prevent exceeding the structural limits of the airplane. (Refer to NTSB Animation of American Airlines 587.)
2. Overview of accidents or incidents involving aircraft upset in transport category airplanes.
3. The FAA recommends the use of the Airplane Upset Recovery Training Aid Revision 2, sections 2.6.3.2 through 2.6.3.5, for expanded guidance in order to train the academic portion of the following recovery techniques:
• Nose high/wings level recovery,
• Nose low/wings level recovery,
• High-bank-angle recovery techniques, and
• Consolidated summary of airplane recovery techniques.
14.1.3.3 Recognition and Prevention Techniques and Philosophy. Students should understand that any time the airplane begins to diverge from the intended flightpath or speed, they must identify what, if any, action must be taken.
14.1.3.3.1 T imely and Appropriate Intervention. It should be emphasized that recovery to a stabilized flightpath should be initiated as soon as a developing upset condition is recognized. The amount and rate of control input to counter a developing upset must be proportional to the amount and rate of pitch, roll, and/or yaw experienced. This action may prevent what might become a more serious event.
14.1.3.3.2 Exa mples of Instrumentation During Developing and Developed Upset. A key aspect to upset awareness, prevention, and recovery training is for students to recognize and prevent developing upsets and recover from developed upsets.
14.1.3.3.3 Ef fective Scanning. An effective scan is essential for pilots to identify the precursors and the initial development of the upset and, using that recognition, make timely and appropriate responses to return the aircraft back to the desired path.
14.1.3.3.4 Pitc h/Power/Roll/Yaw. Students should understand how to recognize developing and developed upset conditions so they can make control inputs based on desired aircraft reaction. Control deflections at one point in the flight envelope might not be appropriate in another part of the flight envelope. Pilots should have a fundamental understanding of instrumentation and flight dynamics in pitch/power/roll/yaw in order to recognize the current state of the