{"id":670,"date":"2026-04-06T16:00:02","date_gmt":"2026-04-06T20:00:02","guid":{"rendered":"https:\/\/www.soaringtools.org\/?p=670"},"modified":"2026-04-06T16:00:02","modified_gmt":"2026-04-06T20:00:02","slug":"practice-the-emergency-before-it-happens","status":"publish","type":"post","link":"https:\/\/www.soaringtools.org\/index.php\/2026\/04\/06\/practice-the-emergency-before-it-happens\/","title":{"rendered":"Practice the Emergency \u2013 Before It Happens!"},"content":{"rendered":"

Why put yourself \u2013 or your student \u2013 through needless panic? Why risk pulling the \u201cBrain Jettison T\u2011Handle\u201d and an unhappy ending, instead of a safe landing and applause? The real question is not whether<\/i>\u00a0to practice emergencies, but how<\/i> to do it effectively.<\/p>\n

Scenario\u2011Based Training (SBT) earns partial credit. Talking through scenarios on the ground \u2013 thoroughly and repeatedly \u2013 helps. But what is the cr\u00e8me de la cr\u00e8me<\/i> method? Anyone with military or airline experience already knows the answer: simulation.<\/p>\n

Simulation That Works<\/h3>\n

Practice in a simulator. Think of it as SBT on steroids. The military and airlines rely on simulators because they save flight hours, aircraft, crews, passengers \u2013 and yes, lawsuits. Today, clubs can do this effectively as well.<\/p>\n

<\/a>Condor is more than a video game. With a realistic local landscape, it becomes a capable simulator. Many have seen Scott Manley\u2019s articles on Condor, and Russ Holtz\u2019s syllabus and flight school lessons. How many instructors in your club actually use it? Is it required as part of training? Hopefully, this article encourages wider adoption.<\/p>\n

My Scenario from Real Life<\/h3>\n

I fly at Harris Hill, we’re we\u2019re fortunate to have an auxiliary field (the AUX) about 800 feet lower than our main field elevation. It\u2019s invaluable when you can\u2019t make a normal pattern or suffer a rope break.<\/p>\n

Years ago, after completing my local checkout, I was flying with students \u2013 but I\u2019d never landed at the AUX. It was always on the \u201cwe\u2019ll do it another day\u201d list: it interrupted training, required a tow retrieve, or the grass was too tall.<\/p>\n

I was also flying commercial rides and had a nagging concern about a rope break requiring an AUX landing. I\u2019d never done an unexpected land\u2011out. From my military background, I knew Condor was my best chance to practice.<\/p>\n

Practice builds confidence. It reduces surprise, confusion, doubt, and panic \u2013 the things that trigger the Brain Jettison T\u2011Handle. Ironically, if you practice enough, the emergency may never happen.<\/p>\n

<\/a> Unfortunately for me, it did!<\/b><\/p>\n

Productive Practice with Condor<\/h3>\n

Before the incident, I\u2019d practiced extensively at home \u2013 dozens of AUX landings in Condor under varying wind conditions. The AUX pattern can be tricky: downwind toward Harris Hill, base close to the trees. Three elements made the practice effective:<\/p>\n

    \n
  1. A local landscape.<\/b> Generic scenery has limited value. Today, free Condor 2\/3\u2011compatible local landscapes are available at SoaringTools.org, with resolutions down to 0.35 m\/pixel (you can see the dashed line on highways).<\/li>\n
  2. Proper controls.<\/b> Stick, rudder, and spoiler positions matter \u2013 especially for students. Dedicated simulator hardware builds muscle memory.<\/li>\n
  3. Virtual reality.<\/b> I was skeptical until I tried it. With VR, you\u2019re in<\/i> the cockpit, with fully 3D terrain. It\u2019s a game changer.<\/li>\n<\/ol>\n

    Brain Jettison T-Handle<\/h3>\n

    Why do pilots of twin engine aircraft shut down the good engine after a catastrophic failure? Why do we choke on check rides? Stress!<\/span><\/span><\/span><\/p>\n

    At my training bases, we called it pulling the Brain Jettison T\u2011Handle \u2013 the sudden loss of decision\u2011making ability under stress. A related concept was \u201closs of IQ,\u201d roughly:<\/span><\/span><\/span><\/p>\n\n\n\n\n
    \n

    Briefing<\/span><\/span><\/p>\n<\/td>\n

    		\n

    Ground Ops<\/span><\/span><\/p>\n<\/td>\n

    		\n

    In the Air<\/span><\/span><\/p>\n<\/td>\n

    		\n

    Surprised<\/span><\/span><\/p>\n<\/td>\n

    		\n

    Emergency<\/span><\/span><\/p>\n<\/td>\n<\/tr>\n

    \n

    100%<\/span><\/span><\/p>\n<\/td>\n

    		\n

    90%<\/span><\/span><\/p>\n<\/td>\n

    		\n

    80%<\/span><\/span><\/p>\n<\/td>\n

    		\n

    70%<\/span><\/span><\/p>\n<\/td>\n

    		\n

    <50%<\/span><\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

    <\/a> What does yours look like? Experience and emergency practice reduce this effect \u2013 both of which are scarce for students and new pilots.<\/span><\/span><\/span><\/p>\n

    My Surprise Scenario \u2013 The Setup<\/h3>\n

    I was flying with Steven on his first flight back after a long break. His second solo had ended with a damaged glider at the AUX, and he hadn\u2019t flown since.<\/p>\n

    On that solo, turbulent downwind conditions left him very high on final. Uncomfortable with an aggressive slip, he chose to abort and land at the AUX. Again high on final and running out of field, he pushed the glider onto the surface. It ground\u2011looped and was damaged, but he was uninjured.<\/i><\/p>\n

    <\/a> Our plan was simple: a 3,000\u2011foot tow, slip practice, and confidence building. I\u2019d demonstrate the first pattern; he\u2019d fly the second. The best\u2011laid plans of mice and men…<\/i><\/p>\n

    Instructor Error<\/h3>\n

    It was a calm, beautiful day. With my engineering background and USAF experience, I felt with a 3000\u2019 tow we could do five straight ahead SLIPs, in the same direction, with the nose pointed away from the field. What could possibly go wrong?<\/i><\/p>\n

    After the third slip, I glanced at the altimeter and was surprised. Steven noticed too. I had him\u00a0turn back to the field, max glide. It wasn\u2019t rocket science to see we wouldn\u2019t make it. Fields beneath us, but wonderful to be on a ridge with a valley on our right. I took control and committed to the AUX. I should have anticipated this question, with some tension in his\u00a0voice.<\/i><\/p>\n

    \u201cJohn, have you landed at the AUX?\u201d<\/p>\n

    \u201cYes \u2013 many times,\u201d I replied truthfully, omitting \u201conly in Condor.\u201d Crew resource management and avoiding panic matters. I told him\u00a0I would do a demo.<\/p>\n

    The pattern and landing were easy and uneventful. As we flew, I thought, this looks exactly like the simulator. Reality matched the practice!<\/i><\/p>\n

    After Landing<\/h3>\n

    While waiting for a tow, I owned my mistake and explained this was my first real<\/i> AUX landing. All previous ones had been in Condor. And yes, experienced pilots can make stupid mistakes. We also talked through his\u00a0earlier experience.<\/p>\n

    Before solo, he had never landed at the AUX and never used Condor. The best he had was a verbal description from an instructor.<\/span><\/span><\/p>\n

    Challenges at Your Field<\/b><\/span><\/span><\/h3>\n

    I\u2019ve discussed some of the unique aspects of Harris Hill and the training challenges it presents. Under stress, Steven\u2019s TLAR failed him. He knew he was high, knew others were watching, and knew the AUX looked unfamiliar and intimidating. Stress levels don\u2019t get much higher.<\/p>\n

    Unless you are very fortunate, nearly every field presents challenging low-altitude (<200 ft) rope-break scenarios. These cannot be practiced safely in the aircraft, so we rely on discussion and imagination. Today, we can do better \u2013 giving students (and ourselves) realistic practice and confidence. One last example from my past illustrates this.<\/p>\n

    I transitioned to gliders at the Finger Lakes Soaring Club at Dansville Airport, which had a perimeter fence. Below 200 feet, a rope break forced an immediate decision \u2013 stop before the fence with brakes deployed, or extend the glide to clear it. Early in the tow we made callouts: \u201cbefore the fence\u201d or \u201cafter the fence.\u201d<\/p>\n

    Clearing the fence wasn\u2019t the end of trouble. Ahead were plowed fields worked perpendicular to the runway \u2013 far from ideal. Earning \u201cstyle points\u201d required a significant low-altitude turn.<\/p>\n

    We talked about these scenarios often, but I was never fully comfortable. That discomfort motivated me to learn how to create a custom Condor landscape. Club members used it. A 15\u201320 kt headwind changed the picture dramatically, and choosing to turn meant an abrupt shift from headwind to crosswind. Condor let us practice these environments and consequences safely.<\/p>\n

    Topics for Your Discussion<\/b><\/span><\/span><\/h3>\n

    A demo or lecture \u2013 is not student practice. It may have been all we had years ago, but high\u2011quality simulation is now available. In a consistent manner you can setup a scenario whey they are high\/low on dowwind, base, or final and see how they respond. The ability to press the \u201cpause\u201d button allows you to intervene and give the student time to think about recovery from a bad situation, discuss options.<\/p>\n

    <\/a>Condor works \u2013 especially for emergencies. The student can safely practice low altitude rope breaks at your local field and see the impact of varying wind conditions. In about 12 flights the USAF Academy solos cadets with no prior flight experience in the DG-1000 after simulator use.<\/p>\n

    Instructor usage \u2013 <\/b>Not sure about your club, but we only have two instructors working consistently with students. We have a large instructor corp, have offered training, but no takers. Why? A real good topic.<\/p>\n

    Getting Instructor Buy-In for Condor<\/h3>\n

    When our club acquired a Mach 0.1 simulator, even though we offered instructor training, usage was minimal. Some instructors wanted flight hours. Others asked, \u201cWhy sit on the ground when I can fly?\u201d<\/p>\n

    I thought, \u201cYes, I know the feeling!\u201d As a USAF IP (in the 80s) we had to do procedure trainers and simulator missions with students. We all groaned, everyone wanted to log more jet time, but the Air Force was very motivational and encouraging. As I recall:<\/p>\n

    \u201cThese items are in the syllabus and are MANDATORY. You <\/i>will<\/b><\/i> do them and your students <\/i>will<\/b><\/i> achieve the required proficiency level, or your jet flying and promotions will come to an end!\u201d \u2013 LOVE & KISSES, Air Training Command.<\/i><\/p>\n

    Can we say this in our clubs \u2013 no! We need to provide better motivation for acceptance and usage.<\/p>\n

    Instructor Motivation<\/h3>\n

    I once dreaded early flights with new students. There was too much to cover and too little time. Students were all over the sky, and first attempts at takeoff and tow were memorable for the wrong reasons \u2013 stressful for both of us!<\/p>\n

    One winter, with club approval, I trained two brand-new junior students exclusively over nine Saturdays. Each session included an hour of classroom discussion followed by an hour in Condor. We started with the Holtz Flight School lessons, then transitioned to our local landscape for takeoffs, patterns, and area familiarization.<\/p>\n

    The students flew only with me for their first six flights, mirroring how I used simulators earlier: always paired with flying. If I invest simulator time with a student, I fly with them afterward.<\/p>\n

    The difference was remarkable. They knew their checklists, understood trim, basic maneuvers, and the local area. On their very first flights, they did the takeoff and got us airborne with no control input from me. By the third flight, they were flying the entire tow. Yes, it required some time on the ground \u2013 but well worth it. I enjoyed every flight and so did they.<\/p>\n

    I believe you and your students will also!<\/p>\n","protected":false},"excerpt":{"rendered":"

    Why put yourself \u2013 or your student \u2013 through needless panic? Why risk pulling the \u201cBrain Jettison T\u2011Handle\u201d and an unhappy ending, instead of a safe landing and applause? The real question is not whether\u00a0to practice emergencies, but how to do it effectively. Scenario\u2011Based Training (SBT) earns partial credit. Talking […]<\/a><\/p>\n<\/div>","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[1,7],"tags":[],"_links":{"self":[{"href":"https:\/\/www.soaringtools.org\/index.php\/wp-json\/wp\/v2\/posts\/670"}],"collection":[{"href":"https:\/\/www.soaringtools.org\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.soaringtools.org\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.soaringtools.org\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.soaringtools.org\/index.php\/wp-json\/wp\/v2\/comments?post=670"}],"version-history":[{"count":5,"href":"https:\/\/www.soaringtools.org\/index.php\/wp-json\/wp\/v2\/posts\/670\/revisions"}],"predecessor-version":[{"id":675,"href":"https:\/\/www.soaringtools.org\/index.php\/wp-json\/wp\/v2\/posts\/670\/revisions\/675"}],"wp:attachment":[{"href":"https:\/\/www.soaringtools.org\/index.php\/wp-json\/wp\/v2\/media?parent=670"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.soaringtools.org\/index.php\/wp-json\/wp\/v2\/categories?post=670"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.soaringtools.org\/index.php\/wp-json\/wp\/v2\/tags?post=670"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}