Flight Instructor (Airplane) Secondary Stall Demonstration (ASEL, ASES) Lesson Plan

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

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

Flight Instructor (Airplane) Secondary 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 secondary 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 secondary stalls, 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) Secondary Stall Demonstration (ASEL, ASES) Lesson Plan

Materials

Flight Instructor (Airplane) Secondary Stall Demonstration (ASEL, ASES) Lesson Plan

Instructor Actions

  • 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 H, and the Airman Certification Standards.
    • State the lesson objective: To determine the applicant understands secondary 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 or premature back pressure during recovery can exceed the critical angle of attack a second time and produce a secondary stall. (AI.X.H.K1)
    • Use rushed stall recovery, fixation on altitude loss, abrupt pull-up, and failure to regain flying speed to show where secondary stalls occur. (AI.X.H.K2)
    • Present a concrete example, then require the learner to explain and apply recognition through renewed buffet or warning, decaying airspeed, increasing angle of attack, ineffective controls, and an interrupted recovery flightpath. (AI.X.H.K3)
    • Brief the specified initial stall entry, the deliberate secondary-stall control input, and an altitude that permits completion no lower than 3,000 feet AGL. (AI.X.H.K4)
    • Present a concrete example, then require the learner to explain and apply prompt recovery by reducing angle of attack again, maintaining coordination, using power appropriately, and allowing adequate acceleration before returning to the desired flightpath. (AI.X.H.K5)
    • Identify, demonstrate, and correct common errors, including abrupt recovery inputs, fixation on altitude, poor coordination, and failure to recognize the second stall. (AI.X.H.K6)
  • Part 3, Risk Management Instruction:
    • Brief both recovery sequences, positive transfer of aircraft control, intervention points, and altitude-based discontinue criteria. (AI.X.H.R1)
    • Account for turbulence, microbursts, density altitude, and other environmental factors that affect recovery performance and altitude loss. (AI.X.H.R2)
    • Control collision hazards through clearing turns, continuous traffic scanning, and suitable practice-area selection. (AI.X.H.R3)
    • Verify configuration, weight and balance, maneuvering speed, load factor, and all applicable POH/AFM limitations before entry. (AI.X.H.R4)
    • Manage distractions and task priorities so aircraft control, coordination, airspeed, altitude awareness, and orientation remain primary. (AI.X.H.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.H.S1)
    • Select an entry altitude that permits completion no lower than 3,000 feet above ground level (AGL). (AI.X.H.S2)
    • Enter a stall in the specified configuration, begin recovery, and deliberately exceed the critical angle of attack a second time. (AI.X.H.S3)
    • Recognize the secondary stall and recover promptly using coordinated manufacturer-recommended procedures. (AI.X.H.S4)
    • Relate the demonstrated recovery error and cues to operational situations so the learner can avoid creating the condition. (AI.X.H.S5)
    • Analyze learner performance and correct common errors without compromising positive aircraft control. (AI.X.H.S6)
    • 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) Secondary Stall Demonstration (ASEL, ASES) Lesson Plan

Guided Scenario(s)

  • The instructor applicant must teach a learner a lesson involving a secondary-stall demonstration (ASEL, ASES) while maintaining an organized lesson flow and an appropriate level of learner participation.
  • Require a briefing of both recovery sequences, intervention criteria, environmental effects, traffic, aircraft limitations, distractions, and the danger of rushing to regain altitude. (AI.X.H.R1–R5)
  • Have the applicant clear the area, establish a safe altitude, demonstrate an initial stall and recovery, induce and recover from a secondary stall, and explain avoidance. (AI.X.H.S1–S5)
  • Introduce an error such as abrupt recovery back pressure, poor coordination, delayed recognition, or failure to regain airspeed; require timely intervention and learner-centered correction. (AI.X.H.K6; AI.X.H.S6)
  • Conclude with a learner-centered assessment and instructor self-critique tied to the ACS knowledge, risk management, and skill elements.
Flight Instructor (Airplane) Secondary Stall Demonstration (ASEL, ASES) Lesson Plan

Student Actions

  • 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) Secondary Stall Demonstration (ASEL, ASES) Lesson Plan

Airman Certification Standards

Flight Instructor (Airplane) Secondary 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 H: Secondary 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 secondary 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.H.K1:
    Aerodynamics of secondary stalls.
  • AI.X.H.K2:
    Flight situations where secondary stalls may occur.
  • AI.X.H.K3:
    Recognition of a secondary stall.
  • AI.X.H.K4:
    Entry procedure and minimum entry altitude.
  • AI.X.H.K5:
    Recovery procedure.
  • AI.X.H.K6:
    Common errors related to this Task.
Risk Management 5 ACS Elements
  • AI.X.H.R1:
    Stall recovery procedure.
  • AI.X.H.R2:
    Effect of environmental elements on airplane performance related to cross-controlled stalls (e.g., turbulence, microbursts, and high-density altitude).
  • AI.X.H.R3:
    Collision hazards.
  • AI.X.H.R4:
    Aircraft limitations.
  • AI.X.H.R5:
    Distractions, task prioritization, loss of situational awareness, or disorientation.
Skills 6 ACS Elements
  • AI.X.H.S1:
    Clear the area.
  • AI.X.H.S2:
    Select an entry altitude that allows the Task to be completed no lower than 3,000 feet above ground level (AGL).
  • AI.X.H.S3:
    Enter a stall in a specified configuration and exceed the critical angle of attach a second time during the recovery.
  • AI.X.H.S4:
    Recover promptly and appropriately after a secondary stall occurs.
  • AI.X.H.S5:
    Describe and demonstrate conditions that lead to a secondary stall for future avoidance.
  • AI.X.H.S6:
    Analyze and correct common errors related to this Task.
Flight Instructor (Airplane) Secondary Stall Demonstration (ASEL, ASES) Lesson Plan

Conclusion

  • Re-Motivation:

    • Effective instruction in secondary 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.