Flight Instructor (Airplane) Cross-Controlled Stall Demonstration (ASEL, ASES) Lesson Plan

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

The Flight Instructor (Airplane) Cross-Controlled Stall Demonstration (ASEL, ASES) Lesson Plan covers the instructional knowledge, risk management, and skills required by FAA-S-ACS-25.

Flight Instructor (Airplane) Cross-Controlled Stall Demonstration (ASEL, ASES) 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 cross-Controlled Stall Demonstration (ASEL (Airplane Single-Engine Land), ASES (Airplane Single-Engine Sea)).
    • Ask the instructor applicant to identify the first instructional decision that will shape the learner's outcome.

  • Motivator:

    • To determine the applicant understands cross-controlled stalls, can apply that knowledge, manage associated risks, demonstrate appropriate skills, and provide effective instruction.

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Flight Instructor (Airplane) Cross-Controlled Stall Demonstration (ASEL, ASES) Lesson Plan

Materials

Flight Instructor (Airplane) Cross-Controlled Stall Demonstration (ASEL, ASES) 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 F, and the Airman Certification Standards.
    • State the lesson objective: To determine the applicant understands cross-controlled stalls, 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 how excessive rudder with opposite aileron creates yaw, unequal wing angles of attack, increased drag, and the potential for an abrupt stall and spin entry. (AI.X.F.K1)
    • Use overshooting-base-to-final turns, skidding steep turns, and improper maneuver corrections to show where an inadvertent cross-controlled stall may develop. (AI.X.F.K2)
    • Present a concrete example, then require the learner to explain and apply recognition through control position, yaw, slip/skid indications, increasing back pressure, buffet, stall warning, and the airplane's roll/yaw response. (AI.X.F.K3)
    • Brief the manufacturer-recommended entry, configuration, control sequence, and an altitude that permits completion no lower than 3,000 feet AGL. (AI.X.F.K4)
    • Present a concrete example, then require the learner to explain and apply recovery by reducing angle of attack, neutralizing inappropriate control inputs, maintaining coordination, applying power as recommended, and returning to the desired flightpath. (AI.X.F.K5)
    • Identify, demonstrate, and correct common errors, including excessive rudder, improper aileron use, delayed recognition, and an uncoordinated or secondary-stall recovery. (AI.X.F.K6)
  • Part 3, Risk Management Instruction:
    • Brief the recovery sequence, positive transfer of aircraft control, intervention points, and altitude-based discontinue criteria before the demonstration. (AI.X.F.R1)
    • Account for turbulence, microbursts, density altitude, and other environmental factors that affect stall onset, recovery altitude, and aircraft performance. (AI.X.F.R2)
    • Control collision hazards through clearing turns, continuous traffic scanning, and suitable practice-area selection. (AI.X.F.R3)
    • Verify weight and balance, configuration, maneuvering speed, bank, load-factor, and other applicable POH/AFM limitations before entry. (AI.X.F.R4)
    • Manage distractions and task priorities so aircraft control, coordination, altitude awareness, and orientation remain primary. (AI.X.F.R5)
    • 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.F.S1)
    • Select an entry altitude that permits completion no lower than 3,000 feet above ground level (AGL). (AI.X.F.S2)
    • Configure the airplane with the landing gear down and close the throttle. (AI.X.F.S3)
    • Establish and trim for normal glide airspeed. (AI.X.F.S4)
    • Enter a medium-bank turn, apply excess rudder while opposing the bank with aileron, and increase elevator pressure to prevent the nose from lowering. (AI.X.F.S5)
    • Have the learner identify and acknowledge the first stall indication, including buffet, warning horn, or another applicable cue. (AI.X.F.S6)
    • Recover at the first indication or after a full stall, as specified, using coordinated manufacturer-recommended procedures. (AI.X.F.S7)
    • Relate the demonstrated control inputs and cues to real flight situations so the learner can avoid creating the condition. (AI.X.F.S8)
    • Analyze learner performance and correct common errors without compromising positive aircraft control. (AI.X.F.S9)
    • 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) Cross-Controlled Stall Demonstration (ASEL, ASES) Lesson Plan

Guided Scenario(s)

  • The instructor applicant must teach a learner a lesson involving a cross-controlled stall demonstration (ASEL, ASES) while maintaining an organized lesson flow and an appropriate level of learner participation.
  • Require a briefing of recovery and intervention criteria, environmental effects, traffic, aircraft limitations, distractions, and the relationship to an overshooting base-to-final turn. (AI.X.F.R1–R5)
  • Have the applicant clear the area, establish a safe altitude and landing configuration, demonstrate the cross-controlled entry, recognize the first indication, recover, and explain avoidance. (AI.X.F.S1–S8)
  • Introduce an error such as excessive rudder, delayed recognition, an improper aileron response, or premature recovery back pressure; require timely intervention and learner-centered correction. (AI.X.F.K6; AI.X.F.S9)
  • Conclude with a learner-centered assessment and instructor self-critique tied to the ACS knowledge, risk management, and skill elements.
Flight Instructor (Airplane) Cross-Controlled Stall Demonstration (ASEL, ASES) 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) Cross-Controlled Stall Demonstration (ASEL, ASES) Lesson Plan

Airman Certification Standards

Flight Instructor (Airplane) Cross-Controlled Stall Demonstration (ASEL, ASES) 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 F: Cross-Controlled Stall Demonstration (ASEL, ASES).
  • 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 cross-controlled stalls, 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.F.K1:
    Aerodynamics of cross-controlled stalls.
  • AI.X.F.K2:
    Flight situations where unintentional cross-controlled stalls may occur.
  • AI.X.F.K3:
    Recognition of cross-controlled stalls.
  • AI.X.F.K4:
    Entry procedure and minimum entry altitude.
  • AI.X.F.K5:
    Recovery procedure.
  • AI.X.F.K6:
    Common errors related to this Task.
Risk Management 5 ACS Elements
  • AI.X.F.R1:
    Stall recovery procedure.
  • AI.X.F.R2:
    Effect of environmental elements on airplane performance related to cross-controlled stalls (e.g., turbulence, microbursts, and high-density altitude).
  • AI.X.F.R3:
    Collision hazards.
  • AI.X.F.R4:
    Aircraft limitations.
  • AI.X.F.R5:
    Distractions, task prioritization, loss of situational awareness, or disorientation.
Skills 9 ACS Elements
  • AI.X.F.S1:
    Clear the area.
  • AI.X.F.S2:
    Select an entry altitude that allows the Task to be completed no lower than 3,000 feet above ground level (AGL).
  • AI.X.F.S3:
    Configure the airplane (with gear down) and close the throttle.
  • AI.X.F.S4:
    Establish a normal glide airspeed and trim the airplane.
  • AI.X.F.S5:
    Roll into a medium-banked turn, apply excess rudder in the turn while holding bank constant with opposite aileron input, and add elevator pressure to keep the nose from lowering.
  • AI.X.F.S6:
    Acknowledge the cues at the first indication of a stall (e.g., aircraft buffet, stall horn, etc.).
  • AI.X.F.S7:
    Recover at the first indication of a stall or after a full stall has occurred, as specified by the evaluator.
  • AI.X.F.S8:
    Describe and demonstrate conditions that lead to a cross-controlled stall for future avoidance.
  • AI.X.F.S9:
    Analyze and correct common errors related to this Task.
Flight Instructor (Airplane) Cross-Controlled Stall Demonstration (ASEL, ASES) Lesson Plan

Conclusion

  • Re-Motivation:

    • Effective instruction in cross-Controlled Stall Demonstration (ASEL, ASES) 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.