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1-2-3-4

Some students seem to experience trouble in following directions in flight.  Whether it is related to stress or their learning style, it appears that this group is less capable of performing while the instructor is talking. The 1-2-3-4 exercise is a method of using fewer words to prompt for the basic actions of doing a turn and uses the time-tested principle of ‘chunking’ together actions with a prompt.  The basics of this method are:

  1. Move the stick and rudder in the desired direction of the turn (“ONE”).
  2. Centralize the stick and rudder when the desired bank angle has been reached (“TWO”).
  3. Move the stick and rudder in the direction opposite to that of the turn (“THREE”).
  4. Centralize the stick and rudder, once the wings are level (“FOUR”).

The outline for this exercise is:

  1. Instructor coaches student’s attempt at Pre-Takeoff Checks.
  2. Student does not have hands on controls during launch until after 300 feet.
  3. Instructor directs the student’s attention to the towplane until just before 300 feet.
  4. Instructor prompts student to call out 300 feet, and then check the altimeter if not called out.
  5. Student’s attention directed to the towplane again. If conditions are not turbulent is allowed to follow through on the controls for the remainder of the aerotow. Instructor’s actions during the aerotow are simply described to the student.
  6. Instructor coaches lookout, release, and turn. Student performs with instructor following through on controls. Once in level flight instructor hands control over to the student alone and coaches trimming.
  7. Instructor coaches student attempt to locate the airfield.
  8. Instructor demonstrates the 1-2-3-4 with the student following through on the controls.
  9. Instructor coaches 1-2-3-4 turns to and from level flight. Requires good lookouts before each turn.
  10. Instructor prompts 1-2-3-4 turns with number call outs only. Requires good lookouts before each turn.
  11. Student practises 1-2-3-4 turns as instructor directs flight to the circuit. Instructor sets course without talking to the student about ground references and only requires maintenance of level flight.
  12. Instructor takes control with student following through and coaches the downwind checks.
  13. Instructor takes control from the base leg onward with student not on the controls, and provides simple descriptions of the actions taken during the landing.