The first time a prospective student pilot steps into the cockpit of an aircraft can be overwhelming. The instruments and radios are foreign and confusing, and the gauges are downright distracting. Worse yet, they pretty much don't know what any of those things do.
Students are often so overloaded that it is a miracle, on the level of loaves and fishes, if they hear even a third of what the flight instructor sitting next to them is saying. One way to help them understand and retain the information in the airplane is to begin the intro flight experience in the cockpit of a flight simulator.
I have logged more than 5,000 hours of dual instruction given and converted my fair share of intro flight clients into flight students, and I can easily say that an Advanced Aviation Training Device (AATD) is the best place to start the intro flight. The AATD experience allows the client to learn what each instrument is, how the controls work, and experience them in action from the safety of the ground, helping avoid task saturation and overload in the airplane.
The AATD experience is beneficial for the flight instructor, too. In a controlled environment, the CFI can determine if the client is capable of following instructions or, conversely, prone to doing something incorrectly and potentially dangerous, like pulling back on the yoke to climb instead of adding full power. On the ground, the CFI can fix the situation by hitting the pause button. In the air, it is a bit more complicated and dangerous. In short, the AATD is a better classroom than a traditional cockpit.
As the CFI leading the AATD experience, your job is to introduce the basics and ensure they stick so the client can build confidence in the airplane. Start with the panel, explaining that the AATD has the same instruments as the aircraft. With the device on pause, point out the airspeed indicator, altimeter, turn coordinator, tachometer, heading indicator, and attitude indicator.
Set up the flight in VFR conditions departing from the airport where the airplane is located. When the device is running, point out features of the scenery the student will see in the real world, such as hangars, windsocks, and runway numbers.
Explain to the student that s/he does not need to put two hands on the yoke to steer nor yank the airplane off the ground. Instead, explain the use of the bottom part of the rudder pedals to maintain direction control, and that airspeed generates lift. When there is enough lift, the airplane will leave the ground.
You can demonstrate this by adding one twist of nose up trim, then having the client put their right hand on the throttle while you hold up their left arm up like they are riding a bronco. This helps them get more comfortable steering with their feet on takeoff.
Don't be surprised if the client goes off the side of the runway during the attempt. Tell them that it is unlikely to happen in the airplane. If your AATD has dual controls, you can show them in real time by demonstrating the transfer of controls when you say "my airplane."
After the client gets familiar with the basics, you can talk them through the takeoff, coaching them through the use of rudder pressure and pitch. Call out the airspeeds, and note when the airplane reaches rotation speed. When reaching 1,000 feet, allow the client to put their left hand on the yoke, noting the right hand stays on the throttle.
Pick a point on the horizon, and have the client fly toward it as they gain altitude. After achieving altitude, level off and talk them through some turns. Explain coordination by pointing out the ball or baseline (if using a G1000 panel) and the bank angle as indicated on the attitude indicator. They will feel it in a full-motion AATD.
In a non-motion device, they will have only the visual representation. Let them know that in the airplane, it is a fishtail sensation and not something they want. If they are aggressive on the rudders, suggest a gentler approach, as if they are sitting in a chair, gently pushing a soccer ball forward beneath their feet.
Talk them through the power settings for a level-off, gently lowering the nose to the horizon and reducing the throttle as necessary, the old "pitch, power, trim.”
You may even want to take your hands off the yoke to let them see if the airplane wants to climb or descend, and then apply trim. Let the client know that the AATD is much more sensitive than the real airplane. In other words, if they can fly the AATD, they can fly the airplane.
Point to the heading indicator, and have them turn to a heading that takes them to the 45 leading to the downwind leg of the runway in use. If they are too high (which happens quite a bit), have them reduce the throttle and let the airplane drift down.
The skills they learned during the takeoff will help them in the landing. Let the client fly around until they are on long final. Talk them through power settings, assuring them that an airplane has yet to get stuck in the air.
It is often helpful if you apply flaps for the client and, if appropriate, deploy the landing gear. Note the speed as the client is on final approach and coach them through getting the nose up or down as appropriate, using the phrase "let the runway come to you." Note that the landing attitude is just like the takeoff attitude, but with the power at idle, the airplane will land instead of climbing.
In the airplane, make a point of calling out when the client correctly performs an action they learned in the AATD: "Just like in the Redbird." It does wonders toward showing them that they can learn quickly and that they just might have what it takes to be a pilot.
After the flight, answer the client's questions about becoming a pilot, and provide them with any available brochures and information sheets that answer frequently asked questions.
Encourage the client to purchase a logbook, and make sure to log both the AATD and actual flight time.
AATD: .05 engine start, taxi, takeoff and climb, turns in both directions, approach to land.
Airplane (tail-number): .05 engine start, taxi, takeoff and climb, turns in both directions, approach to land.