Slow Flight and Stalling — Pre-flight Brief

Slow Flight and Stalling: Pre-flight brief

CASA Recreational Pilot License (Aeroplane) — Lesson 5, Pre-flight Briefing

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Slow Flight and Stalling — Pre-flight Brief

Briefing overview and Risk analysis

Slow Flight and Stalling — Pre-flight Brief

I'M SAFE — Pre-flight Self-Assessment

Complete before every flight. Display this checklist in the briefing room.

Letter Factor Consider
I Illness Don't fly when unwell — degrades learning and all phases of flight
M Medication Does altitude affect it? Why am I taking it — am I unwell?
S Stress Stress occupies short-term memory and processing power
A Alcohol Affects brain function even in small amounts — combined with altitude, it is deadly
F Fatigue Affects motor and mental skills; adequate rest is essential
E Eating Balanced diet and hydration — poor nutrition degrades decision-making

Stress and fatigue reduce the amount of brain power (processing power) that you have available while flying a plane.

Slow Flight and Stalling — Pre-flight Brief

PAVE — Risk Analysis Framework

Use PAVE to identify hazards before every flight.

Letter Category Key questions
P Pilot I'M SAFE — or am I? Also experience, currency, recent practice?
A Aircraft Airworthy? Fuelled? Weight and balance? Known defects?
V enVironment Weather, wind, terrain, airspace, time of day?
E External Pressure to complete the flight? Passengers? Schedule?

If any PAVE category flags a hazard, assess it before you fly — not after.

Slow Flight and Stalling — Pre-flight Brief

Waypoint 2 — HASELL Lookout

Slow Flight and Stalling — Pre-flight Brief

HASELL — The Pre-Stall Check

We will complete a HASELL check before every stalling exercise today:

Letter What to check
H Height — sufficient to complete the exercise and recover safely
A Airframe — configuration correct; no abnormal indications
S Security — harnesses fastened; loose articles stowed
E Engine — temperatures and pressures in the green; carb heat on briefly, then off
L Location — not over a built-up area, aerodrome, or controlled airspace
L Lookout — 360° clearing turn (or two 90° turns)

We will say HASELL aloud before every stall exercise. It takes less than 60 seconds and may one day save your life.

Slow Flight and Stalling — Pre-flight Brief

Waypoint 3 — Stall Recovery Sequence

Slow Flight and Stalling — Pre-flight Brief

Stall Recovery — What You Will Do

When I call "recover!" (or when you recognise the stall cue), the sequence is:

  1. Forward — ease the control column forward to reduce AoA
  2. Full power — apply full power to minimise height loss
  3. Rudder — use rudder to prevent yaw and keep wings level; correct any wing drop with rudder
  4. Level up — once flying speed is regained, level the wings with coordinated aileron and rudder
  5. Climb — establish a positive climb to regain height

Always reduce AoA first. Power without reducing AoA will not unstall the wing.

Slow Flight and Stalling — Pre-flight Brief

What to Expect — the First Stall

The first time you experience a full stall, the nose drop can be surprising:

  • The nose pitches down suddenly
  • The horizon disappears below the cowling
  • The airspeed drops rapidly and the controls feel different

This is normal — the aircraft is behaving as designed. Knowing what's coming reduces surprise — that's one purpose of this briefing.

We practise the recovery sequence so that the response is automatic when it counts.

Slow Flight and Stalling — Pre-flight Brief

Waypoint 4 — Today's flight

Slow Flight and Stalling — Pre-flight Brief

Today's Flight — What to Expect

Sequence:

  • Taxi and take-off → climb to TODO: ft AGL in the training area
  • HASELL check → slow flight (approach speed, then just above the stall)
  • HASELL check → stall from straight and level, recovery without power
  • HASELL check → stall from straight and level, recovery with full power
  • HASELL check → stall from approach configuration (flap extended)
  • HASELL check → wing drop / spin avoidance (instructor demonstration only)
  • Return to aerodrome and land

You will be doing the flying for the slow flight and stall exercises.
I will demonstrate the first stall, then hand control to you.

If at any point you feel uncomfortable, say so — we can pause, discuss, and try again.

Slow Flight and Stalling — Pre-flight Brief

Arrival

Slow Flight and Stalling — Pre-flight Brief

Questions — then let's fly

Any questions before we head out?

Remember:

  • HASELL before every exercise — say it out loud
  • Forward first — reduce AoA before applying power
  • Use rudder to prevent yaw and control any wing drop
  • If the stall surprises you — that's normal. That's why we practise.

Let's fly!

Short brief immediately before the flight — approximately 0.3 hours. The long briefing (theory parts 1 and 2) has already been completed. This session reviews the flight sequence, confirms essential knowledge, and reinforces the HASELL check and stall recovery technique.

Quick refresh on risk analysis, then the key pre-exercise checks and recovery sequence. Today's flight involves intentional stalling — it is important the student knows exactly what to expect and what they will be asked to do.

I'M SAFE is something you can complete at home before even coming to a flight. Some stress is normal, especially when nervous, and will reduce as things become familiar. Flying hungry doesn't help either!

I'M SAFE covers the pilot category in detail; PAVE ensures you also check the aircraft, the environment, and any external pressures. Emphasise the External category — "get-there-itis" and social pressure to fly are leading factors in general aviation accidents. For training flights PAVE is straightforward, but the habit starts now.

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HASELL is not a formality — emphasise this. The lookout turn is the last line of defence before entering a manoeuvre where our attention is inside the cockpit.

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Walk through this with hand gestures — the student should be able to say the five steps in order before we go to the plane. This verbal rehearsal is important for building the motor memory that will be needed in the air.

Normalising surprise reduces anxiety and helps the student respond correctly. If they know the nose is going to drop, they are less likely to instinctively pull back. Be ready to take control and demonstrate a calm recovery on the first exercise.

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Spelling out the sequence removes uncertainty. Students who know what's coming are less anxious and make better use of the learning experience. Be clear that the spin avoidance is a demonstration only — the student is not expected to enter a spin.

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