曝光台 注意防骗
网曝天猫店富美金盛家居专营店坑蒙拐骗欺诈消费者
Demonstration: Go through PAKS with all 4 jumpers
Practice: Keep the PAKS session to a time limit of 20 minutes, rest
And repeat if necessary.
Confirmation: Lastly, go through the exit at the mock up, brief all jumpers on
their slots as per this manual.
Coaches notes:
Be patient, the student may need time to learn the dive sequence. Take control of the brief,
don’t let others interrupt with too much advice. Allow the student time to absorb the dive.
Remind them of the priorities of FS.When rehearsing the exit count be thorough, you don’t
have to use the mock up every time, just all stand together to get the timing right.
Remember Altitude Awareness!!!!
In Air Coaching
The FS1 Qualifying Skydive
64
Exit
Stair step diamond, with the coach as outside centre and the student as inside centre.
In Air Coaching
Hold the stairstep diamond in formation and key at terminal velocity. Allow the student
time to build up some anticipation between each formation. Control the skydive, keep it
calm, you will know when the student is ready.
4500 Feet
Observe the students altitude awareness during the entire skydive. At break off ensure
there is a safe distance between you and the student but continue to observe their track and
deployment making a note of the altitude.
Debriefing
Debriefing is your last opportunity to exploit any potential ability of the student. Allow
enough time to carry out a thorough debrief. If you need to, delay it until you have enough
time rather than squeezing in a quick one.
Successful skydives are easier to debrief than unsuccessful ones because there will be less
65
to analyse in detail. A successful student doesn’t need too much explanation as to why they
performed well, generally when they perform well they know why. We have to allow time
and plan for the worst-case scenario of having some explaining to do for the benefit of a
student who has points to improve on.
Assuming that the student has tried their best to perform a skill but they have not fulfilled
the criteria to pass that level, we can assume that it is because they do not yet possess the
skills necessary to do so. If the student is unsuccessful you need to be specific in
identifying the area they need to improve on. Just saying “your slow fall wasn’t good
enough, do it again” will not inform the student on how to achieve a good slow fall
technique. The student probably believes they were applying the correct techniques and
will feel frustrated. Once they know, they will be half way to succeeding. Video is
invaluable in this situation. Sometimes students may take some convincing as to what they
actually did, but when they see themselves on video, there is no question.
If you suspect that a student’s frustration may impede their success, remind them that
making mistakes is all part of the learning process. It is almost tempting to encourage
making mistakes because we can learn so much from them. However, success is a better
and more enjoyable learning environment and success often breeds success.
It is not productive to be over positive when debriefing. There is a danger of almost
rewarding the student for a bad performance. There needs to be a balance between what
skills were performed well and what skills need improvement. Before you decide how to
balance a debrief you need to know what the student is thinking. Do they think they
performed well when in-fact they didn’t? Do they think they performed badly when they
actually performed well? Do they have any recollection at all?
The only way to find out is to ask them to talk through the skydive. If time allows, it’s a
good idea to pack first then debrief, to allow the student time to absorb any useful
information they might about their performance.
Debriefing needs to be thorough, balanced, honest and fair. The student needs to know
what aspects of the skydive need improvement, as well as what aspects were performed
well.
The Debriefing Procedure
1. Ask the student to talk through the skydive from exit to pull. Ask them how do they
think they performed.
66
2. If you have video then play the skydive as a whole, no stopping or rewinding
3. Play the video again but broken down into parts to highlight areas for improvement
and areas that worked well.
4. If there is no video, then talk through the skydive in the same manner.
5. Remind the student of the aim of the skydive tell them if they achieved the aim or
not.
6. Fill in the student’s log book.
When you write in the student’s log book, consider that another coach may have to carry on
where you left off so be specific and clearly state the level being attempted and finish with
中国航空网 www.aero.cn
航空翻译 www.aviation.cn
本文链接地址：
航空资料17(54)
