I Have the Jet

By Dr. John Marselus

The maneuver was a pitch to slice starting at Mach 1.1 in a slight dive. The aircraft was then pitched up, and when decreasing speed through Mach 1, a roll to a 45-degree bank slice with maximum G and the greatest turn rate would be executed for 180 degrees. Once the 180 turn was complete, the pilot would unload to accelerate through Mach 1 for a separation. This maneuver was practiced in the F-15E Flight Training Syllabus for all new “Eagle Drivers” to execute maximum performance.

The student executed the pitch-up and then over-rolled, pulling directly vertical toward the ocean in a 90-degree dive instead of the 135-degree pitch-back bank. Alerting the student pilot to check his dive angle, he performed a series of aileron rolls about the longitudinal axis to various headings, all while maintaining a 90-degree dive angle toward the ocean. After directing a pullout without any reaction, I stated, “I have the jet,” and pulled out of the dive, ensuring we would not be an oil slick in the Atlantic Ocean in a few seconds. The student later stated, “I was trying to figure out which heading to pull to.”

It really did not matter much at that moment as we were in a direct 90-degree dive towards the ocean. Despite the seconds in which all of this took place, three steps followed. It is important to go through those three steps before taking an aircraft from a student to allow them the maximum opportunity to learn. Those three steps are descriptive communication, directive communication, and taking the flight controls.

A disciplined approach of descriptive communication then directive communication is important to affect maximum learning. Only after they have been attempted should the flight controls be taken. There are times more critical—such as landing—where one has little time to react, but most of the time there is sufficient opportunity to help your students learn by first going to descriptive and directive communication.

The first step, descriptive communication, is when you point out where the student should be looking. This is primarily due to misplaced priorities or a lack of correct scan technique. A student who is getting slow on final may only need to hear you say “airspeed,” and they will look at the airspeed indicator, realizing they are slow and advance the power. Another simple situation would be “altitude” when your student is off the assigned altitude. Most of the time, this will allow the student to reorient themselves and make the required correction. The requirement in both situations was an awareness of where the pilot should be giving their attention at that time.

Should the student fail to correct the situation after descriptive communication is given, you may need to provide directive communication. That same student who was slow on final may need you to state, “advance power;” or that student off altitude may need you to say “descend.” This directive communication should result in the correct action if the actions are followed. Another example of directive communication for the student who is getting slow on final would be “go around.” This should result in a whole new set of actions the student performs and, if executed well, will give a measure of success for the student to experience. Should descriptive communication and directive communication fail to provide the required response, then it may be the appropriate time to take control of the aircraft.

The FAA describes the positive transfer of planned aircraft control well in the verbiage: “you have the flight controls,” “I have the flight controls,” and “you have the flight controls.” This works fine for the planned transfer, but what about when you as the flight instructor need to take the aircraft? In those situations, you will need to initiate the transfer of aircraft control with “I have the flight controls.” The student sees the instructor is on the controls and responds with “you have the flight controls.” The transfer of controls will be complete only with the instructor stating, “I have the flight controls.” Once taking the aircraft and putting it into a controlled position, let the student know what they missed and then give it back to them as soon as they are ready.

Flight instructors need to save taking the controls of the aircraft until the very end. Refrain from touching the yoke or controls while the student is flying. This only results in negative feedback. Using descriptive communication followed by directive communication will take care of well over 90% of all situations.

Do not be that flight instructor who bumps the flight controls, providing an artificial feel to the student nor that flight instructor who takes control of the aircraft every time the student is not executing a maneuver perfectly.

There is a time to be in the “gun-ready” position: having one hand close to the yoke and the other ready to take control of the throttle. This is when there is little time to react, such as coming in for a landing. Most situations will allow you to use descriptive then directive communication before moving to the third step of taking the flight controls. By applying these three steps, you will maximize the learning your student experiences and build their airmanship that is so critical to success as a professional pilot.

Dr. John Marselus is the Chair of the Aviation Science Department at California Baptist University. He is a USAF command pilot with over 3,000 fighter hours in the A-10 and F-15E flying combat in both aircraft. He is a retired Colonel receiving many awards to include the Distinguished Flying Cross for heroism and the Anthony Shine Award for the top Professional Fighter Pilot in the USAF.