Flight Instructor (Airplane) Accelerated Stalls Lesson Plan

Flight Instructor (Airplane) • ACS Area X, Task E

The Flight Instructor (Airplane) Accelerated Stalls Lesson Plan covers the instructional knowledge, risk management, and skills required by FAA-S-ACS-25.

Flight Instructor (Airplane) Accelerated Stalls Lesson Plan

Introduction

  • Schedule

    Topic:
    Time:
    Attention/Motivator:
    0:05
    Part 1, Lesson Introduction:
    0:05
    Part 2, Instructional Knowledge:
    0:25
    Part 3, Risk Management Instruction:
    0:15
    Part 4, Skill Demonstration and Teaching:
    0:30
    Part 5, Guided Teaching Scenario:
    0:20
    Part 6, Lesson Conclusion:
    0:05
    Remotivation/Closure:
    0:05
    Total Ground Time:
    0:00

  • Attention Getter:

    • Present a teaching scenario in which learner safety or understanding depends on effective instruction in accelerated Stalls.
    • Ask the instructor applicant to identify the first instructional decision that will shape the learner's outcome.

  • Motivator:

    • To determine the applicant understands accelerated stalls (power-on and power-off), can apply that knowledge, manage associated risks, demonstrate appropriate skills, and provide effective instruction.

Help Us Grow

Enjoy CFI Notebook? A one-time donation helps us create more high-quality lessons, quizzes, scenarios, graphics, and interactive tools.

One-Time Donation
Flight Instructor (Airplane) Accelerated Stalls Lesson Plan

Materials

Flight Instructor (Airplane) Accelerated Stalls Lesson Plan

Instructor Actions

  • Review the maneuver's common errors and assess the learner's understanding of their mitigations.
  • Before the lesson, review the reference materials, applicable airplane limitations, and the instructor applicant's prior lesson preparation.
  • Part 1, Lesson Introduction:
    • Present the attention getter and motivator.
    • Review Area of Operation X, Task E, and the Airman Certification Standards.
    • State the lesson objective: To determine the applicant understands accelerated stalls (power-on and power-off), can apply that knowledge, manage associated risks, demonstrate appropriate skills, and provide effective instruction.
  • Part 2, Instructional Knowledge:
    • Use an aircraft- or scenario-specific example, then have the learner explain the purpose, training value, and manufacturer-recommended procedures for power-on and power-off accelerated stalls. (AI.X.E.K1)
    • Relate angle of attack, airspeed, load factor, power, weight, center of gravity, attitude, configuration, and yaw to accelerated-stall speed and behavior. (AI.X.E.K2)
    • Compare the airplane's stall characteristics in different configurations and teach recognition of impending- and full-stall cues through sight, sound, and feel. (AI.X.E.K3)
    • Use operational examples—such as steep turns, abrupt pull-ups, overshooting-base corrections, and turbulence—to identify causes and preventive actions. (AI.X.E.K4)
    • Teach recovery priorities: reduce angle of attack, level the wings appropriately, apply power as recommended, manage configuration, and return to the desired flightpath with minimum altitude loss. (AI.X.E.K5)
    • Identify, demonstrate, and correct common errors, including excessive bank or back pressure, poor coordination, delayed cue recognition, and an improper recovery sequence. (AI.X.E.K6)
  • Part 3, Risk Management Instruction:
    • Have the learner identify flight situations that combine increased load factor, excessive angle of attack, and yaw, and establish controls that prevent an inadvertent accelerated stall, spin, or loss of control. (AI.X.E.R1)
    • Use an aircraft- or scenario-specific example, then have the learner explain the operating range and limitations of buffet, stall horns, angle-of-attack indications, and other stall-warning systems; never substitute a warning device for angle-of-attack awareness. (AI.X.E.R2)
    • Require immediate evaluation of an unexpected stall warning during normal operations rather than dismissing, silencing, or flying through it. (AI.X.E.R3)
    • Brief recovery priorities, positive transfer of aircraft control, intervention points, and altitude-based discontinue criteria before beginning the demonstration. (AI.X.E.R4)
    • Prevent secondary stalls, cross-controlled stalls, and spins by reducing angle of attack, coordinating the airplane, and avoiding premature or excessive recovery inputs. (AI.X.E.R5)
    • Account for turbulence, microbursts, density altitude, and other environmental factors that reduce performance or increase the likelihood and consequences of an accelerated stall. (AI.X.E.R6)
    • Control collision hazards through clearing turns, continuous traffic scanning, and suitable practice-area selection. (AI.X.E.R7)
    • Manage distractions and task priorities so aircraft control, orientation, and situational awareness remain primary throughout entry and recovery. (AI.X.E.R8)
    • Require the instructor applicant to model risk controls, intervention points, and discontinue criteria while teaching.
  • Part 4, Skill Demonstration and Teaching:
    • Clear the area and maintain an effective traffic scan. (AI.X.E.S1)
    • Select an entry altitude that permits completion no lower than 3,000 feet above ground level (AGL). (AI.X.E.S2)
    • Establish the configuration specified by the evaluator. (AI.X.E.S3)
    • Set power appropriate to the configuration without exceeding maneuvering speed (VA) or another applicable POH/AFM limitation. (AI.X.E.S4)
    • Establish and maintain a coordinated 45°-bank turn while increasing back pressure smoothly and firmly to an impending stall. (AI.X.E.S5)
    • Have the learner identify and acknowledge the first stall indication, including buffet, warning horn, or other applicable cue. (AI.X.E.S6)
    • Recover using the manufacturer-recommended procedure, reducing angle of attack and maintaining coordination. (AI.X.E.S7)
    • Configure as recommended and accelerate to best angle-of-climb speed (VX) or best rate-of-climb speed (VY), as appropriate. (AI.X.E.S8)
    • Return to the altitude, heading, and airspeed specified by the evaluator. (AI.X.E.S9)
    • Analyze learner performance and correct common errors without compromising positive aircraft control. (AI.X.E.S10)
    • Coach simultaneous explanation, demonstration, observation, error correction, and, when airborne, positive aircraft control.
  • Part 5, Guided Teaching Scenario:
    • Lead the guided scenario.
    • Evaluate instructional organization, technical accuracy, risk management, learner engagement, and every applicable ACS element.
  • Part 6, Lesson Conclusion:
    • Review the lesson objective, instructional strengths, risk-management decisions, and items requiring additional practice.
    • Present the re-motivation and closure.
  • Update instructor records and the instructor applicant's training record, as required.
Flight Instructor (Airplane) Accelerated Stalls Lesson Plan

Guided Scenario(s)

  • The instructor applicant must teach a learner a lesson involving accelerated stalls while maintaining an organized lesson flow and an appropriate level of learner participation.
  • Require a briefing of operational causes, warning-system limitations, recovery priorities, secondary-stall/spin prevention, environmental effects, traffic, and distraction controls. (AI.X.E.R1–R8)
  • Have the applicant clear the area, establish a safe altitude and configuration, demonstrate a coordinated accelerated-stall entry, recognize the first indication, recover, and return to specified flight conditions. (AI.X.E.S1–S9)
  • Introduce an error such as excessive bank, increasing back pressure without coordination, delayed recognition, or premature recovery inputs; require timely intervention and learner-centered correction. (AI.X.E.K6; AI.X.E.S10)
  • Conclude with a learner-centered assessment and instructor self-critique tied to the ACS knowledge, risk management, and skill elements.
Flight Instructor (Airplane) Accelerated Stalls Lesson Plan

Student Actions

  • Review the maneuver's common errors and explain how to prevent and correct each applicable error.
  • Complete assigned readings and prepare a lesson plan with objective, content sequence, teaching aids, assessment, and completion standards.
  • Teach the applicable knowledge elements accurately and in learner-appropriate language rather than relying on rote recitation.
  • Identify, assess, mitigate, and teach the risks associated with the task.
  • Demonstrate or explain each applicable skill while maintaining positive control, observing the learner, and correcting errors appropriately.
  • Use effective questions, check learner understanding, conduct a learner-centered assessment, and perform an instructor self-assessment.
Flight Instructor (Airplane) Accelerated Stalls Lesson Plan

Airman Certification Standards

Flight Instructor (Airplane) Accelerated Stalls Airman Certification Standards

  • Note: For single-engine, the evaluator must select Task A or B; Task C, D, or E; Task F, G, or H; and Task I. For multiengine the evaluator must select Task A and Task C, D, or E.
  • Task E: Accelerated Stalls.
  • Note: See Appendix 2: Safety of Flight and Appendix 3: Aircraft, Equipment, and Operational Requirements & Limitations for information related to this Task.
  • Objective: To determine the applicant understands accelerated stalls (power-on and power-off), can apply that knowledge, manage associated risks, demonstrate appropriate skills, and provide effective instruction.
  • References: AC 61-67; FAA-H-8083-2, FAA-H-8083-3, FAA-H-8083-9, FAA-H-8083-25; POH/AFM
Knowledge 6 ACS Elements
  • AI.X.E.K1:
    Purpose of and procedures for accelerated stalls.
  • AI.X.E.K2:
    Aerodynamics associated with accelerated stalls in various airplane configurations, including the relationship between angle of attack, airspeed, load factor, power setting, airplane weight and center of gravity, airplane attitude, and yaw effects.
  • AI.X.E.K3:
    Stall characteristics as they relate to airplane design, and recognition impending stall and full stall indications using sight, sound, or feel.
  • AI.X.E.K4:
    Factors leading to an accelerated stall and preventive actions.
  • AI.X.E.K5:
    Fundamentals of stall recovery.
  • AI.X.E.K6:
    Common errors related to this Task.
Risk Management 8 ACS Elements
  • AI.X.E.R1:
    Factors and situations that could lead to an inadvertent accelerated stall, spin, and loss of control.
  • AI.X.E.R2:
    Range and limitations of stall warning indicators (e.g., aircraft buffet, stall horn, etc.).
  • AI.X.E.R3:
    Stall warning(s) during normal operations.
  • AI.X.E.R4:
    Stall recovery procedure.
  • AI.X.E.R5:
    Secondary stalls, cross-control stalls, and spins.
  • AI.X.E.R6:
    Effect of environmental elements on airplane performance related to accelerated stalls (e.g., turbulence, microbursts, and high-density altitude).
  • AI.X.E.R7:
    Collision hazards.
  • AI.X.E.R8:
    Distractions, task prioritization, loss of situational awareness, or disorientation.
Skills 10 ACS Elements
  • AI.X.E.S1:
    Clear the area.
  • AI.X.E.S2:
    Select an entry altitude that allows the Task to be completed no lower than 3,000 feet above ground level (AGL).
  • AI.X.E.S3:
    Establish the configuration as specified by the evaluator.
  • AI.X.E.S4:
    Set power appropriate for the configuration, such that the airspeed does not exceed the maneuvering speed (VA) or any other applicable Pilot's Operating Handbook (POH)/Airplane Flight Manual (AFM) limitation.
  • AI.X.E.S5:
    Establish and maintain a coordinated turn in a 45° bank, increasing elevator back pressure smoothly and firmly until an impending stall is reached.
  • AI.X.E.S6:
    Acknowledge the cues at the first indication of a stall (e.g., aircraft buffet, stall horn, etc.).
  • AI.X.E.S7:
    Execute a stall recovery in accordance with procedures set forth in the Pilot's Operating Handbook (POH)/Flight Manual (FM).
  • AI.X.E.S8:
    Configure the airplane as recommended by the manufacturer, and accelerate to best angle of climb speed (VX) or best rate of climb speed (VY).
  • AI.X.E.S9:
    Return to the altitude, heading, and airspeed specified by the evaluator.
  • AI.X.E.S10:
    Analyze and correct common errors related to this Task.
Flight Instructor (Airplane) Accelerated Stalls Lesson Plan

Conclusion

  • Re-Motivation:

    • Effective instruction in accelerated Stalls helps learners build sound judgment, technical competence, and safe operating habits.

  • Closure:

    • Advise students that this lesson will be used as a starting point for the next lesson.
    • Assign study materials for the next lesson.