In the *Instrument Flying Handbook*, two methods of attitude instrument flying are discussed: "Control and Performance", and "Primary and Supporting". To briefly summarize each method: # Control and Performance *Pitch + Power = Predictable Performance* The flight instruments are grouped into **control** and **performance** (and navigation) instruments: - Control instruments are the attitude indicator, and tachometer/manifold pressure - Performance instruments are the ASI, altimeter, and VSI The pilot uses the control instruments to establish the appropriate pitch/power for the desired phase of flight and performance, cross-checks the performance instruments, and makes any adjustments using the control instruments again. # Primary and Supporting *Every maneuver has specific priorities* The primary and supporting method places less emphasis on the attitude indicator, and dictates a single primary instrument each for pitch, bank, and power, for each maneuver. Each primary instrument is supported by a cross-check of the remaining applicable flight instruments. In effect, this dictates how information should be prioritized for each flight maneuver or phase of flight. # Advantages and Disadvantages of Each Method ## Control and Performance ### Advantages: - Primacy - conceptually similar to visual attitude flying - Emphasis on aircraft control via direct attitude information ### Disadvantages: - Lacks guidance on how to perform an efficient/effective cross-check - Lacks guidance on how to achieve precision performance ## Primary and Supporting ### Advantages: - Direct guidance on how to prioritize information for a specific maneuver or task - Direct guidance on how to achieve precision performance ### Disadvantages - Lacks guidance on how aircraft control should be accomplished - Can encourage chasing performance instruments rather than making intentional adjustments # A Unified Approach The best elements of **both** methods can be used to create a holistic approach to aircraft control and achieving precise performance. This method will still use the basic framework for aircraft control put forward in the *Instrument Flying Handbook*: ## Establish Use the control instruments (attitude indicator and tachometer/manifold pressure) to establish the correct attitude and power setting for the desired maneuver or phase of flight; this includes pitch attitudes **and** bank attitudes; see [[Bank Angle Required for Standard Rate Turn]] ## Trim As the aircraft stabilizes, trim to relieve control pressures. ## Cross-Check Per the primary and supporting method, cross-check the primary pitch/bank/power instruments defined for this maneuver or phase of flight, to determine if any adjustments are required. ## Adjust Return to the control instruments to make an intentional adjustment toward the desired performance. ## Repeat... The above steps become an iterative process; making adjustments until the exact desired performance is achieved. In subsequent cross-checks, include supporting instruments as well as primary. # How to Accomplish This Effectively? This method lends particularly well to the "radial cross-check" (or "hub and spoke") scanning technique; the eyes always return to the attitude indicator (control instrument) to make **any** changes, or to recognize deviations **before** they are reflected in the performance instruments. In this way, intentional corrections (1°-2° pitch or bank, 50-100RPM, etc) are more natural as well. ## Pitch and Power Table To eliminate guesswork, it is highly advisable to use a pitch and power table for the aircraft to be flown. If one does not exist, do some experimenting and create your own! ![[172S pitch and power table.png]] ## Primary and Supporting Table As a teaching tool, many instructors use a table to explain the primary and supporting instruments for each maneuver or phase of flight. This tool is good, but must be explained carefully to develop the proper insights: - the attitude indicator is used to make **all changes** (except in partial panel with analog flight instruments) - the altimeter is the primary pitch instrument in **level flight** - the heading indicator is the primary bank instrument in **straight flight** - the ASI is the primary power instrument in **unaccelerated, level flight** ![[PS table full.png]] ![[PS table partial.png]] ## The Instructor's Role in Teaching Attitude Instrument Flying Basic attitude instrument flying skills are being serially undertaught by flight instructors - why? because they don't see the value... at least not until the higher workload and task saturation make these deficiencies obvious during "real" instrument flying later on. Whatever techniques you use to teach foundational instrument skills - instrument control patterns, simulated radar vectors, etc - the average private pilot can probably perform within instrument ACS with relatively little practice. This lulls you into a false sense of their proficiency; they can perform **well enough** when they are **only focused** on aircraft control. They truly need these skills when they reach a critical point of task saturation and division of attention - when their method for interpreting the aircraft state and controlling the airplane **must be as efficient as possible**... like it will be when planning and executing a hold, setting up and briefing an approach, etc. A student does not have a solid foundation in attitude instrument flying until they consistently demonstrate acceptable performance **while** managing additional tasks. You, the instructor, can do this in many ways, only your creativity is the limit; while flying an instrument control pattern or simulated radar vector: - run a normal or abnormal checklist - copy ATIS - look up a NAVAID frequency, tune/identify it, and determine position or load a course - copy a simulated amendment to a clearance - edit the flight plan - calculate 180, 90, 45, etc degrees left or right of a given course or heading If your student becomes **truly** proficient in attitude instrument flying, the rest will come relatively easily. If they move onto more advanced subjects too early, they must learn the maneuver/procedure **AND** how to manage the airplane in a state of complete mental saturation - something they **SHOULD** have learned at the beginning.