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Ideally, the scenario will provide the student with several choices, each with its own unique operating challenges. One airport may have a short grass runway, while another has a paved runway that is shorter still, with an obstacle at the approach end. As conditions continue to deteriorate, the student may be forced to select an airport that is less than ideal for their aircraft. Once they’ve entered the airport traffic pattern, they may find the flaps will not extend. This forces them to make yet another decision. Do they risk a landing at a short field, or press on into deteriorating weather conditions? Each decision carries with it consequences, which will become apparent as the flight continues.
Obviously such a scenario would be inappropriate for a student in the early phases of training. However, the three-step process identified above allows FITS to be introduced at a reasonably early phase of training. As the student matures, increasingly complex scenarios may be used to test the student’s ability to expertly manage the flight. The scenario used in this example not only tests the student’s ability to make a short field landing, it also forces them to use all available resources, manage risk, exercise judgment, and demonstrate situational awareness. In addition, as part of a comprehensive training program, such a scenario may also be used to teach preflight planning and cross-country flight operations, weather avoidance, ATC communications, avionics and auto pilot usage, emergency procedures, etc.; while reinforcing the stick and rudder skills so important to safe flight. To view it another way, FITS is an essential element to a balanced flight-training program.
For sake of exercise, we can take one more item from our list of hazards/considerations. In this case, let’s review balked landings. While a major consideration during any flight, aircraft performance is particularly critical while maneuvering close to the ground. Should your student land long on a short runway, bounce or begin to porpoise, and find it necessary to apply power and go around, such an event could quickly turn into a very dangerous situation. Add to that factors such as high-density altitude and an obstruction off the runway’s departure end, and things could quickly go from bad to worse. Fifteen hundred feet down a 1,800-foot runway while traveling at 45 knots is a bad time to begin reviewing options. The student should identify ways to avoid placing him or her self in such a situation.
An unidentified hazard or unmanaged risk can have tragic consequences.
Perhaps that means finding another airport under certain conditions. It may also entail additional practice to gain proficiency. Executing a go-around is also a valid option, but this too should precipitate a discussion of the elements involved in such a maneuver. For example, the student should be able to determine the point beyond which a touch and go, even one instigated by a balked landing, will not be attempted unless a prescribed airspeed has been reached. If these conditions are not met, the pilot must be committed to remaining on the ground, even if it results in some aircraft damage. If a series of events places you somewhere you’d rather not be, just remember it’s better to address such matters on the ground than to strike a tree and crash on an ill-advised go-around. Ideally, FITS training will help prevent your student (or you) from setting such events into motion. Again, a pilot who can identify potential hazards and mitigate them through pre-flight planning is well equipped to handle most in-flight challenges.
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本文链接地址：Flight Instructor Training Module Volume 1- FAA/Industry Training Standards(15)
