Detailed Break-Down of a Discovery Tandem
Rhodes Hang Gliding Tandem Instruction Syllabus
Before Unloading Gear:
- Discuss and sign all needed waivers.
- Talk about the need to run together efficiently to achieve flying speed, and what the relation is between airspeed, ground speed and trim speed.
Glider Assembly:
- Show the proper order of assembly that insures the least amount of mechanical damage to the glider.
- Demonstrate that you are pre-flighting the glider at all times during both assembly and tear-down. Show key points to look at, and check the harness & helmet fitting.
- Match gear to fit the student.
- Demonstrate the proper way to get in the harness & check the fit of the helmet and harness.
Practice Run Without Glider:
- Reinforce the importance of not grabbing the red reserve handle.
- Show proper hand holds on the instructor's harness.
- Reinforce the need to not let go during launch and landing.
- Explain that by holding on, we become one unit which allows better weight shift control of the glider.
- Practice the walk, jog and run technique together on flat ground, or in the parking lot.
- Remind them it may be a shorter or longer run than that, but please keep running until in the air.
On Launch:
- Brief the student on the current weather conditions such as wind direction, speed, gusts and lulls.
- Terrain: slope, rocks, bushes, trees, etc.
- Checking for Air traffic.
- Hook-in: Instructor demonstrates a proper hang check, explaining each step of the process.
- Instructor hooks in student, insuring proper harness fit, making sure leg loops are on, back strap is on, helmet is on and carabineer is locked.
- Standing on launch with hands in proper position, I remind the student that this is just like the practice run.
- After a beautiful launch (just like we practiced), I help the student into their harness once we are away from the hill.
The Flight:
Many students are stunned for a few seconds just trying to process what just happened. I show the student that with open hands (not a death grip), the glider does not "fall out of the air" and this is called "trim".
After demonstrating turns and how to mildly increase speed, I ask if they would like to fly the glider. I inform them that there is a delay from when they give input, to when the glider reacts. This weight shift aircraft is more difficult for a student, because they have to also push my weight around.
I give students landmarks to fly toward and discuss the input of a quartering head or tail wind, and corrections needed for each.
All through the flight I am reaffirming the need to look for traffic and the proper way to clear turns.
High over the landing zone, I point out our VASI (Visual Approach Slope Indicator) beside the bunny hill.
I give the student a brief description of a Downside Base and a final approach pattern. I go into more detail on a student's second and third flight on using the VASI and modifying the D.B.F. approach.
I have the student hold back onto my harness and I demonstrate the D.B.F. with the final approach directly over the bunny hill, so that when it is their turn to fly solo, the approach into the L.Z. will look just like all of their training hill flights. It should all come back like muscle memory.
The Landing:
I explain and demonstrate the benefits of carrying extra speed through the wind gradient, I show proper round out, feeling for trim, and flaring with proper hand and body position. I demonstrate looking for traffic and how to safely cross a busy L.Z.
Break-Down:
- Demonstrate proper placement of the glider tail into the wind to avoid potential injures.
- Help the student out of their gear & offer a bottle of water (re-hydration is important).
- Walk the student through the proper sequence for glider disassembly for minimum wear and/or damage.
- Reinforce the importance of a post-flight inspection, show key points to look at and check during tear-down.
Post-Flight Debrief:
Talk to the student about their experience. What surprised them about Hang Gliding?
"Wasn't that dive into the L.Z. cool? Were you surprised how (little or far) we had to run on launch?"
In an effort to retain the experience while it's still fresh in their mind, praise the student in the areas they excelled in; "Wow, you really had a handle on turning that glider". Positive reinforcement always helps in education.
