GM1 to Appendix 9 Training, skill test and proficiency check for MPL, ATPL, type and class ratings, and proficiency check for IRs

ED Decision 2019/005/R

TYPE SPECIFIC UPRT AND GO-AROUND TRAINING IN FSTD

(a)     General

(1)     The upset recovery training exercises should be mainly manoeuvre-based but may include some scenario-based training elements. The manoeuvre-based training enables type rating applicants to apply their handling skills and recovery strategy whilst leveraging CRM principles to return the aeroplane from an upset condition to a stabilised flight path.

(2)     If training is conducted in an FSTD, it is important that applicants understand the limitations of the FSTD in replicating the physiological and psychological aspects of upset recovery exercises.

Note: In order to avoid negative training and negative transfer of training, the ATO should ensure that the selected upset recovery exercises take into consideration the limitations of the FFS.

(b)     Stall event recovery in FSTD (Appendix 9, Section B(5) exercise 7.2.1; Section B(6) exercise 3.7.1)

(1)     It is of utmost importance that stall event recovery training takes into account the capabilities of the FFS used. To deliver stall event recovery training, the FFS should be qualified against the relevant UPRT elements of CS-FSTD Issue 2. Stall event recovery training should include training up to the stall (approach-to-stall). Post-stall training may be delivered provided the device has been qualified against the relevant optional elements of CS-FSTD Issue 2 and the operator demonstrates that negative training or negative transfer of training is avoided. A ‘stall event’ is defined as an occurrence whereby the aeroplane experiences one or more conditions associated with an approach-to-stall or a post stall.

(2)     Stall event recovery training should emphasise the requirement to reduce the AoA whilst accepting the resulting altitude loss. High-altitude stall event training should be included so that flight crew experience the aeroplane control response, the significant altitude loss during the recovery, and the increased time required to recover. The training should also emphasise the risk of triggering a secondary stall event during the recovery.

(3)     Recovery from a stall event should always be conducted in accordance with the stall event recovery procedures of the OEMs.

Note: If an OEM-approved recovery procedure does not exist, ATOs should develop and train the aeroplane-specific stall recovery procedure based on the template in Table 1 below. Refer to Revision 3 of the Airplane Upset Prevention and Recovery Training Aid (AUPRTA) for a detailed explanation and rationale of the stall event recovery template as recommended by the OEMs.

Table 1: Recommended stall event recovery template

(c)      Nose-high and nose-low recovery exercises (Appendix 9, Section B(5) exercise 7.2.2; B(6) exercise 3.7.2)

Nose-high and nose-low recovery exercises should be conducted in accordance with the strategies recommended by the OEMs contained in Tables 2 and 3 below.

Note: As the OEM procedures always take precedence over the recommendations, ATOs should consult the OEM on whether any approved type-specific recovery procedures are available prior to using the templates.

Refer to Revision 3 of the Airplane Upset Prevention and Recovery Training Aid (AUPRTA) for a detailed explanation and rationale of nose-high and nose-low recovery strategies as recommended by the OEMs.

Table 2: Recommended nose-high recovery strategy template

Table 3: Recommended nose-low recovery strategy template

(d)     Go-around with all engines operating from various stages during an instrument approach (Appendix 9, Section B(5) exercise 7.3; B(6) exercise 4.1.)

(1)     The objective of the go-around exercises is to expose the student pilot to the physiological effects caused by a go-around. The instructor should ensure that student pilots understand the objective of the exercises and provide students with appropriate coping strategies, including TEM. Due consideration should be given to environmental conditions when evaluating the demonstration of task proficiency and related criteria.

(2)     A go-around may be commenced at any time during an approach, including before the aeroplane is in the landing configuration. Historically, most go-around training has been conducted when the aeroplane is in the landing configuration prior to commencing the go-around. Students must be prepared to adapt the go-around manoeuvre if the go-around is commenced prior to the point where the aeroplane is fully configured for landing. Situation awareness in relation to flap and gear configuration, aeroplane speed and missed approach altitude is important.

(3)     Unanticipated go-arounds may startle the students (e.g. unexpected ATC constraints, automation malfunction, adverse weather, etc.). Students may find themselves faced with a situation where they have to perform a large number of critical actions under a high workload (e.g. setting thrust, landing gear retraction, flight path management). The instructor should explain that there is also a possibility of disorientation during a go-around because of the somatogravic effect produced by large longitudinal acceleration felt by the inner-ear as the aeroplane speed increases. This effect cannot be reproduced in an FSTD.

(4)     It is vital that the correct pitch attitude is selected and maintained, while the aeroplane is kept in trim as it accelerates (depending on the aeroplane type). On some aeroplane types with under-slung engines the pitch response with all engines functioning may be amplified due to the relatively low gross weight towards the end of a flight and the high thrust available from modern aeroplane engines. It is particularly important that trim changes are anticipated on such aeroplanes.

(5)     ATOs should develop scenarios for go-around training containing different take-off and approach stall situations that also involve surprise and startle effects and include:

(i)      a go-around from the non-landing configuration;

(ii)     a go-around at low gross weight using maximum go-around thrust;

(iii)     a go-around from the outer marker or equivalent point;

(iv)     a go-around below 500 ft using, as applicable/permitted, reduced go-around thrust;

(v)      a go-around initiated above the published missed approach altitude; and

(vi)     a normal go-around from the landing configuration using reduced go-around thrust (if available / type-specific).

(6)     Training should also incorporate topics such as flight path management (manual and automatic), application of procedures, startle factors, communication, workload management and situation awareness. The objective of this training is to highlight:

(i)      differences to procedures when the aircraft is in the non-landing configuration;

(ii)     differences in handling characteristics at low gross weights and high thrust settings;

(iii)     the threat associated with go-arounds close to the published missed approach altitudes;

(iv)     startle and surprise associated with an unplanned go-around (ATC, blocked runway, etc.);

(v)      the importance of effective communication between flight crew;

(vi)     the requirement to be aware of the aircraft energy state during a go-around; and

(vii)    the importance of engaging the autopilot or flight director in the correct modes during a go-around.

(7)     Go-around training should not be limited to addressing the somatogravic effects caused by a go-around. Training should also cover topics such as flight path management (manual and automatic), application of procedures, startle factor, communication, workload management and situation awareness. Flight path management training should address:

(i)      the handling differences of a lighter than normal aircraft which may differ to handling experienced during take-off when the aircraft is much heavier;

(ii)     the different reaction of the aeroplane (pitch and vertical speed) comparing a go-around performed with reduced G/A thrust (if the function is available) and a go-around performed with full G/A thrust (a different weight).

(8)     The importance of correct selection of TO/GA modes by the PF should also be emphasised (pushing TO/GA, selected the correct thrust lever detent, etc.)

(9)     The importance of the PM role in the go-around manoeuvre should also be highlighted. The PM usually has higher workload as they need to reconfigure the aircraft, engage FMA modes, communicate with ATC and monitor the actions of the PF. This excessive workload for the PM may lead him or her to prioritise actions to the detriment of monitoring activities. The phenomenon of attentional tunnelling may also need to be addressed. This happens when one pilot, or both, focus exclusively on a problem at the expense of general monitoring of the flight parameters.