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Sterile Cockpit Rule
Commonly known as the “sterile cockpit rule,” Title 14 of the Code of Federal Regulations (14 CFR) section 121.542 requires flight crewmembers to refrain from nonessential activities during critical phases of flight. As defined in the regulation, critical phases of flight are all ground operations involving taxi, takeoff, and landing, and all other flight operations below 10,000 feet except cruise flight. Nonessential activities include such activities as eating, reading a newspaper, or chatting. A series of aircraft accidents caused by flight crews who were distracted from their flight duties during critical phases of the flight caused the FAA to propose the rule. While the regulation grew out of accidents in the airline industry, it holds true for the entire aviation community. Pilots can improve flight safety significantly by reducing distractions during critical phases of flight. It is important the flight instructor not only teach the concept of a sterile cockpit, but also model such behavior during flight instruction.Use of Distractions
National Transportation Safety Board (NTSB) statistics reveal that most stall/spin accidents occurred when the pilot’s attention was diverted from the primary task of flying the aircraft. Sixty percent of stall/spin accidents occurred during takeoff and landing, and twenty percent were preceded by engine failure. Preoccupation inside or outside the flight deck while changing aircraft configuration or trim, maneuvering to avoid other traffic, or clearing hazardous obstacles during takeoff and climb could create a potential stall/spin situation. The intentional practice of stalls and spins seldom resulted in an accident. The real danger was inadvertent stalls induced by distractions during routine flight situations.
Pilots at all skill levels should be aware of the increased risk of entering into an inadvertent stall or spin while performing tasks that are secondary to controlling the aircraft. The FAA has established a policy for use of certain distractions on practical tests for pilot certification. The purpose is to determine that applicants possess the skills required to cope with distractions while maintaining the degree of aircraft control required for safe flight. The most effective training is the simulation of scenarios that can lead to inadvertent Background
Incident/accident statistics indicate a need to place additional emphasis on the exchange of control of an aircraft by pilots. Numerous accidents have occurred due to a lack of communication or misunderstanding regarding who had actual control of the aircraft, particularly between students and flight instructors. Establishing the following procedure during initial training will ensure the formation of a habit pattern that should stay with students throughout their flying careers. Procedure
During flight training, there must always be a clear understanding between students and flight instructors about who has control of the aircraft. The preflight briefing should include procedures for the exchange of flight controls. A positive three-step process in the exchange of flight controls between pilots is a proven procedure and one that is strongly recommended. When an instructor is teaching a maneuver to a student, the instructor normally demonstrates the maneuver first, then has the student follow along on the controls during a demonstration and, finally, the student performs the maneuver with the instructor following along on the controls. [Figure 8-6]
Flight instructors should always guard the controls and be prepared to take control of the aircraft. When necessary, the instructor should take the controls and calmly announce, “I have the flight controls.” If an instructor allows a student to remain on the controls, the instructor may not have full and effective control of the aircraft. Anxious students can be
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Development of Habit Patterns
It important for the student to establish the habit of observing and relying on flight instruments from the beginning of flight training. It is equally important for the student to learn the feel of the airplane while conducting maneuvers, such as being able to feel when the airplane is out of trim or in a nose-high or nose-low attitude. Students who have been required to perform all normal flight maneuvers by reference to instruments, as well as by outside references, develop from the start the habit of continuously monitoring their own and the aircraft’s performance. The early establishment of proper habits of instrument cross-check, instrument interpretation, and aircraft control is highly useful to the student. The habitual attention to instrument indications leads to improved landings because of more precise airspeed control. Effective use of instruments also results in superior cross-country navigation, better coordination, and generally, a better overall pilot competency level.
General aviation accident reports provide ample support for the belief that reference to flight instruments is important to safety. The safety record of pilots who hold instrument ratings is significantly better than that of pilots with comparable flight time who have never received formal flight training for an instrument rating. Pilots in training who have been required to perform all normal flight maneuvers by reference to instruments, as well as by outside references, will develop from the start the habit of continuously monitoring their own and the aircraft’s performance. The early establishment of proper habits of instrument cross-check, instrument interpretation, and aircraft control is highly useful to the student. The habits formed at this time also give him or her a firm foundation for later training for an instrument rating. Operating Efficiency
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Aviation Instructor’s Handbook下(64)
