You are on page 1of 212

UN I TE D S TA TE S P A RA C H UT E A S S O C I A T I O N

Instructional
Rating
Manual

2019 -2020
Looking for forms or applications?
Download the most recent versions at

uspa.org/downloads
2019-2020 USPA INSTRUCTIONAL RATING MANUAL
©2018 United States Parachute Association®. All rights reserved. May not be reproduced without the express permission of USPA.
This manual was revised November 2018. The next edition is expected October 2020.

Note: This manual may be used as a valid textbook for USPA rating courses held through November 2020.

üü forms
uspa.org/downloads üü most current electronic version
üü mid-cycle change documents

United States Parachute Association


5401 Southpoint Centre Blvd.,
Fredericksburg, VA 22407
(540) 604-9740 (phone)
(540) 604-9741 (Fax)
uspa.org
If found, please return to:

Name:

Address: Cover photo by David Gerstein | D-28242


At Connecticut Parachutists Inc. in
Ellington, AFF Instructor Rob Szabo stays
City, State, Zip:
close to his student as he performs a
barrel roll as part of Integrated Student
Phone: Program Category E1.

Email:

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Preface | i


WARNING
IMPORTANT NOTICE

SPORT PARACHUTING OR SKYDIVING IS A POTENTIALLY DANGEROUS ACTIVITY THAT CAN


RESULT IN INJURY OR DEATH. EACH INDIVIDUAL PARTICIPANT, REGARDLESS OF EXPERIENCE,
HAS FINAL RESPONSIBILITY FOR HIS OR HER OWN SAFETY.

THE FOLLOWING INFORMATION IS PRESENTED AS A MEMBERSHIP SERVICE BY THE UNITED


STATES PARACHUTE ASSOCIATION (USPA). USPA MAKES NO WARRANTIES OR REPRESENTATIONS
AND ASSUMES NO LIABILITY CONCERNING THE VALIDITY OF ANY ADVICE, OPINION OR
RECOMMENDATION EXPRESSED IN THIS MATERIAL. ALL INDIVIDUALS RELYING ON THIS
MATERIAL DO SO AT THEIR OWN RISK.

An individual’s safety can be enhanced by exercising proper precautions and procedures. This manual
contains some of the knowledge and practices that, in the opinion of USPA, will promote the safe
enjoyment of skydiving. The UNITED STATES PARACHUTE ASSOCIATION is a nonprofit, voluntary
membership organization of the participants and supporters of the sport of parachuting. The sport is
also referred to as skydiving. USPA has no involvement in the conduct or operations of any skydiving
center, parachute center, or drop zone. USPA, AS A PRIVATE, NON-REGULATORY ORGANIZATION
WHICH HAS NO LEGAL AUTHORITY TO REGULATE OR CONTROL INDIVIDUALS OR
CORPORATIONS, CANNOT BE HELD LIABLE FOR ANY JUMP OR TRAINING OPERATIONS THAT
RESULT IN INJURY OR DEATH TO ANY PARTY. Regardless of any statements made in any USPA
publications, USPA has neither been given nor has it assumed any duty to anyone. USPA has no
obligation to anyone concerning his or her skydiving activities. All references by USPA to self-
regulation refer to each individual person regulating or being responsible for him or herself. USPA
issues various licenses, ratings, awards, and appointments and provides various types of information,
advice, and training but does not authorize anyone in any capacity to act for USPA as an agent or
representative in connection with the regulation or control of skydiving operations.

It is the responsibility of each student to ask whatever questions are necessary for him or her to have
a thorough understanding of the actions and procedures that he or she must perform in order to
make a safe jump. Each skydiver has the responsibility to exercise certain practices and perform
certain actions to maintain safety for himself or herself and for other people.

USPA MAKES NO WARRANTIES, EXPRESSED OR IMPLIED, AS TO THE INFORMATION SET FORTH


IN THIS MANUAL. PEOPLE RELYING THEREON DO SO AT THEIR OWN RISK.

This manual provides procedures to address many foreseeable situations, but each situation is different.
Deviations from these recommendations does not imply negligence.

ii | Preface U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org


CONTENTS
1 Getting Started 77 IAD and Static-Line Instructor Rating

2 1: Coach and Instructor Qualities 79 1. Introduction and Orientation


82 2. The Integrated Student Program
3 2: Introduction
90 3. IAD and Static-Line Methods
4 3: How to Administer a USPA Rating Course (Course Examiners 94 4. Instructor’s Duties
Only) 97 5. Demonstration and Ground Practice for Evaluations

5 4: Pre-Course Training for Rating Candidates 98 6. Candidate Evaluation


103 IAD, Static-Line and Tandem Instructor Rating Course Ground
6 5: Protest Procedures
Evaluation Checklist
105 Sample Evaluation Form
7 Coach Rating Course 106 Scoring and Criteria Examples

9 1. Introduction and Orientation


107 Tandem Instructor Rating Course
12 2. Rules, Liability, and the USPA Rating Structure
109 1. Introduction and Orientation
15 3. Document Layout
113 2. The Integrated Student Program
16 4. Basic Instructional Methods 122 3. Tandem Method
21 5. First-Jump Course: General Sections 128 4. Instructor’s Duties
132 5. Demonstration and Ground Practice for Evaluations
24 6. Basic and Group Freefall Skills Training
134 6. Candidate Evaluation
31 7. Equipment
136 Tandem Instructor Rating Course Ground Evaluation Checklist
32 8. Conducting a Coached Jump 137 Sample Evaluation Form
34 9. Observation and Debriefing Strategies 138 Scoring and Criteria Examples

37 10. Problem Solving


139 Instructor Examiner Rating Course
38 11. Candidate Evaluation
141 1. Introduction and Orientation
42 Coach Rating Course Ground Evaluation Checklist
144 2. USPA Hierarchy
43 USPA Coach Rating Course (Ground) Scoring and Criteria 145 3. Conducting Presentations
Examples 147 4. Presentation Methods

44 USPA Coach Rating Course (In-Air) Scoring and Criteria 149 5. Application Methods
150 6. Feedback Methods
Examples
151 7. Training Aids
152 8. Methods of Evaluation for Ground and Air Skills
45 AFF Instructor Rating Course 153 9. Facilitation Methods
157 10. Psychology and Goal Setting
47 1. Introduction and Orientation
159 11. Motor Skills Evaluation Methods
50 2. The Integrated Student Program
161 12. Video Analysis Workshop
58 3. AFF Method 162 13. Situational Leadership

64 4. Instructor’s Duties 163 14. Administrative Duties of the IE and the S&TA
164 15. Instructor Examiner Administrative Responsibilities
67 5. Demonstration and Ground Practice for Evaluations
165 16. Conflict Resolution
68 6. Candidate Practice and Evaluation

73 AFF Instructor Rating Course Ground Evaluation Checklist 167 Appendix A: Lesson Planning
75 Sample Evaluation Form

76 Scoring and Criteria Examples 177 Appendix B: Exams

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Preface | iii
GETTING STARTED
1

GETTING STARTED

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Coach Rating Course | 1
1-1
1
COACH AND
INSTRUCTOR
GETTING STARTED
QUALITIES
1: Coach and Instructor Qualities
use it to make prudent decisions that have Achieving these qualities once is not
To succeed as a USPA instructional
long-term goals and overall success as the enough either. Every time you work with a
rating holder, each candidate needs to
priority. You use good judgment to decide student you must ask yourself, “Am I
possess a generous measure of seven
if your student is fully prepared to make a currently proficient?” “Am I using good
qualities: good attitude, experience,
planned jump. You also use it to execute judgment?” and so on. It is your
proficiency, knowledge, judgment,
the correct procedure, rapidly, in an responsibility to maintain your proficiency
responsibility, and professionalism.
emergency. and regain your currency after a layoff
from jumping, before instructing or
ATTITUDE jumping with students.
RESPONSIBILITY
Your attitude must display the highest
Responsibility is the requirement, both
degree of professionalism and dedication.
You must be prepared to put all of your legally and morally, to conduct the training
and jumping of your students in a safe and
effort into getting the job done properly.
competent manner. You must ensure that
This often means setting your personal
feelings and desires aside. A good attitude they understand the situation that
confronts them and that they are aware of
means dealing with adversity in a positive
and cheerful manner. It also means how to handle it. You are responsible for
maintaining high standards of personal ensuring that they receive the caliber of
instruction that they have purchased. You
appearance and hygiene.
also have a responsibility to yourself and
to the DZ not to endanger yourself
EXPERIENCE physically or legally, regardless of what
Experience, both as a jumper and as an happens.
instructor, is the best teacher to prepare
you for the responsibility of this job. You PROFESSIONALISM
can gain general experience only by going
You must really believe in your work if
out and jumping; but no specific number
of jumps ensures that you have an you are to do your best. Although the word
“professionalism” is widely used, it is rarely
adequate amount of experience. You must
defined. In fact, no single definition
be successful in your own skydiving prior
encompasses all of the qualities of a true
to attempting to become a USPA
professional.
instructional rating holder. It requires
experience to exercise good judgment and 1. Professionalism exists when a service is
to anticipate events before they happen. performed for someone for the
common good.
PROFICIENCY 2. Professionalism is achieved only after
extended training and preparation.
You need a high degree of proficiency
and skill to get the job done safely. This 3. True performance as a professional is
means you must develop a keen sense of based on study and research.
awareness and quick reactions. You must 4. Professionalism presupposes any
stay abreast with new techniques and intellectual requirement. The
methods that will enhance your skill. professional must be able to reason
logically and accurately.
KNOWLEDGE 5. Professionalism requires the ability to
make good judgments. The professional
You can not teach something that you cannot limit his actions and decisions
don’t know yourself. You need a thorough to standard patterns and practice.
knowledge of the program and the specific
6. Professionalism demands a code of
methods of instruction used by the other
ethics. The professional must be true to
instructional staff members at your school. himself and those he serves. Students
You must be thoroughly familiar with the will quickly detect anything less than a
equipment used at the drop zone and with sincere performance, which
the procedures used in your aircraft and immediately destroys the teacher’s
by your pilot. effectiveness.
If you have not developed these qualities,
JUDGMENT then go out and work on them. If you do
You exercise good judgment by using have these qualities, then you should
your experience and knowledge to make continue to develop and improve them.
decisions. You need good judgment to
keep everything in proper perspective. You

2 | Coach Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
2: Introduction
INTRODUCTION
1-2
A. PURPOSE AND SCOPE Reference only The proficiency card is the rating appli-
The USPA Instructional Rating Manual The IRM course outlines merely list the cation.
(IRM) provides the necessary course out- concepts to be discussed. It is up to the Various rating requirements are com-
lines and all related support materials for course examiner and rating candidates to pleted before the start of the course,
both candidates and examiners of USPA take it from there. The trained course during the course, or after the course is
instructional courses. All the USPA examiner knows how far to develop each over. Your course examiner will tell you
courses for USPA Coach and USPA concept. Naturally, some ideas and discus- which requirements you should com-
Instructor in any of the four first-jump sions deserve more attention than others. plete ahead of time and which may be
methods—AFF, instructor-assisted completed during or after the course.
deployment, static line, and tandem—are Redundancy among course outlines
Some information that is shared by all For qualifications required prior to the
included. Please note that IAD and stat- course, discuss the section in the IRM on
ic-line, while requiring different equip- the courses is presented once only in the
IRM. However, to make it easier for Instructor Administrative Notes, “Pre-
ment, follow the same course outline. Course Training for Rating Candidates”
course examiners and candidates to fol-
low the outlines, sometimes the same with a USPA Instructor at your school to
One book serves several purposes.
information is included in more than one begin preparing for your rating course.
Some of the text is written to the candi-
course. It would be nice to have a com- Please make sure to arrive at the course
date, some to the course examiner, and
mon course outline for all instructors, with the pre-course requirements com-
some serves as a reference to the rating
for example, followed by the meth- plete, or you may be asked to participate
holder. Where practical, who’s being
od-specific portions. However, con- at another, later course. It is your
addressed is indicated.
structing the program in this manner responsibility to know what you need
Additional course materials needed. proved too unwieldy. before you arrive.
To successfully complete the USPA Wherever possible for currently rated How to propose changes to this manual
instructional rating courses, the candi- USPA Instructors seeking new meth- Corrections and comments on this man-
dates and course examiners will also od-specific ratings, the course outlines ual are welcome and should be forward-
need a current Skydiver’s Information steer clear of previous, redundant train- ed to headquarters. USPA relies on its
Manual. Additionally, USPA Tandem ing. What remains serves as a good instructional rating holders to point out
Instructor rating candidates and course update or review. problems and errors or to suggest
examiners will need the manufacturer’s
equipment manual. B. HOW TO USE THIS MANUAL improvements to the program. Submit
(CANDIDATES) your suggestions and comments to the
All courses are included. Director of Safety & Training at head-
As soon as you get this manual, write your quarters. Refer to the title page to get
Each IRM booklet contains enough appli- name on the front in permanent marker
cations and forms—answer sheets, prac- contact information for USPA.
and fill out all the owner and “return if lost”
tical evaluation forms, etc.—so its owner information at the beginning. Then, find the
can take all the USPA instructional rating Keep in touch.
proficiency cards at the end of each sec- Periodically, USPA publishes the
courses without buying another copy of tion. Fill out all your name and address
the manual. Someone taking the USPA “USPA Professional.” Once you obtain a
information on only the card for the first USPA instructional rating, USPA will
Coach Rating Course today can use the USPA instructional course you’re planning
same book for the AFF, IAD, Static-Line, automatically send it to you via email. It
to take. This will prevent anyone else from is also posted for everyone at the USPA
and Tandem Instructor Rating Courses using your card once you begin collecting
for up to two years. website. You can find past editions of the
signatures for requirements. If you remove newsletter archived there, as well.
the card, keep it in a safe place until you
Document expiration have completed it and are ready to hand it Additionally, articles and announcements
At the beginning of each rating course, the to your course examiner. (Your course for rating holders regularly appear in
course examiner will check each rating examiner is required to send the card for Parachutist magazine. Especially look at
candidate’s copy of the IRM and SIM to you.) However, if you remove it early, it will the end of the monthly rating course
make sure they are no more than two be easier to lose. Replacements are avail- schedule for rating holder updates and
years old at the start of the course. (Check able from USPA Headquarters and on line at reminders.
the version date on the title page.) Both www.uspa.org.
are updated annually. Candidates with ver- Please try to keep abreast of new infor-
sions more than two years old would find mation for rating holders through these
Know the requirements for your rating. valuable resources. Make sure USPA
it difficult to follow the class and pass Overview the sections pertaining to your
newer rating examinations. Important always knows your current residence
course to help you get an idea of the and email address.
information and rules may have changed. material that will be covered. Determine
the requirements for your rating found in
Outline formatting the “Introduction and Orientation” sec-
The IRM is structured into outline for- tion of each course outline and listed on
mat for easy reference by candidates and the proficiency card for your rating. All
course examiners, as well as for revision the proficiency requirements for the rat-
by the USPA Safety & Training ing are included on the proficiency card,
Committee and USPA Headquarters. and the outline provides further details.
Outline form also makes the book more You must complete all the requirements
useful as a reference during the open- listed in the outline and on the proficien-
book final exams. cy card to qualify for your rating.

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Coach Rating Course | 3
1-3
HOW TO ADMINISTER
A USPA RATING 3: How to Administer a USPA Rating Course
COURSE
(Course Examiners Only)
within two years of the start of d. Retain a copy of the After-Action
A. COURSE EXAMINER DUTIES the course Report for at least two years after
1. Know the material to be presented. the course dates.
(2) a recent copy of the SIM
a. Assist at a complete USPA e. Forward to headquarters:
b. The course examiner should have
instructional rating course of the (1) USPA Rating Application and
current copies of both manuals on
type you plan to conduct. Proficiency Card
hand for candidates who don’t.
b. Be thoroughly familiar with the (2) After-Action Report
USPA Integrated Student Program. 7. Arrange for all ground support.
8. Coordinate with the drop zone (3) copy of acceptable medical
c. Read and understand the relevant certification for USPA Tandem
outlines in each new edition of the hosting the course to ensure that
Instructor applicants
IRM and the SIM prior to classroom facilities and other
conducting a course. learning aids are adequate and (4) candidate feedback forms
available. (5) any rating fees due
2. Schedule the course and maintain
communication with all candidates 9. Familiarize and orient candidates to f. Request an email verification from
prior to the start of the course. the training facility and course USPA Headquarters to verify that
procedures. course documents and proficiency
3. Courses must be scheduled and
conducted separately 10. Coordinate course staff. cards have been received for
processing, and retain the email in
a. Some examiners may elect to a. classroom sessions your records.
schedule a Coach Rating course
b. ground evaluation demonstrations B. RESOURCE ALLOTMENT
followed immediately by an
and evaluations
instructor rating course. 1. One air skills evaluator minimum
c. air evaluations should be engaged for every three
b. Each course must be run separately,
including the classroom, ground 11. Refer to the candidate qualifications candidates.
evaluations and air evaluations. in the “Introduction and Orientation” 2. Recommend that USPA Coach
c. Combining or merging any of the section of each course syllabus and candidates complete their first-jump
rating courses in any way is not verify that each candidate qualifies course requirements prior to the
permissible. for the rating at the start of the start of the course.
course. a. to learn a first-jump-course
4. Set and collect any course fees.
a. license course syllabus
a. Consider all materials and rating
fees (if collected at the course). b. age b. provides supervised teaching
practice prior to the ground
b. USPA rating candidates should be c. time in sport (tandem) training evaluations
prepared to pay adequately for d. minimum freefall time (AFF
professional training to further 3. Refer to the retesting procedures
candidates) included at the end of the evaluation
their jumping careers.
e. previous rating, as required section of each course outline.
c. Course fees should be sufficient to
encourage the examiner to 12. Begin lessons on time. C. EVALUATORS
conduct the course completely 13. Be present and attentive for the Refer to each USPA instructional course
and effectively. entirety of the specific course. outline for evaluator qualifications and
5. Register the course with USPA attendance requirements.
14. Follow the course outline and
Headquarters (if desired).
conduct the course according to D. HEADQUARTERS
a. To be announced in Parachutist, a USPA policy. RESPONSIBILITIES
course must be registered with
15. Include the “Instructor Administrative 1. Accept registration of each course in
headquarters at least 45 days
before the start of the course. Notes” section for candidates advance (if submitted).
applying for their first method-
b. Announcements on the USPA 2. Maintain information on the date,
specific rating. location, and course examiner
website may allow for a shorter
lead time. 16. Documentation contact information for each course.

6. Use current documents. a. Verify completion of the USPA 3. Process all rating applications, fees,
Coach or method-specific forms, and the After-Action Report.
a. Each candidate is required to USPA Instructor Proficiency Card
possess: 4. Notify the appropriate parties of any
and sign as the course examiner errors or deficiencies.
(1) a complete, original printed when the course is complete.
5. Maintain a registry of all instructional
version of the IRM
b. Complete the After-Action Report rating holders and course examiners.
(photocopies are not
authorized) or the electronic c. Have the candidates fill out the 6. Maintain this program and its related
PDF file having an edition date Candidate Feedback Form. documents.

4 | Coach Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
1-4
PRE-COURSE
TRAINING FOR
RATING CANDIDATES
4: Pre-Course Training for Rating Candidates
A. SCOPE AND PURPOSE c. adheres to the 90-20-8 course c. Basic canopy flight planning and
management principles ground-to-air canopy instruction
1. This section serves as a guide to
current USPA Instructors who are d. applies the principles of (radio, etc.)
preparing candidates for rating preparation, presentation, d. Spotting training (participate in
courses. application, and evaluation to the spotting training for Categories E
lessons and F)
2. USPA Instructors may train and
supervise jumpers who are preparing e. answers questions accurately or
for various rating courses, including consults the correct staff member USPA AFF INSTRUCTOR
verifying certain pre-course
4. Observe the candidate for Each candidate assists with the pre-jump
requirements on the proficiency card
satisfactory conduct of the following: ground preparation (Exit and Freefall,
for that rating.
a. freefall skills training from Canopy, and Emergency Procedure
3. Once each requirement has been Review) in Categories C and D of the ISP
Categories F, G and H
satisfactorily completed, the
syllabus, which are included in the
supervising USPA Instructor signs off b. equipment check
ground training and air skills evaluations
that section of the course candidate’s c. spotting of the AFF course.
USPA Proficiency Card.
d. debriefing skills
4. Only USPA Coach Examiners and
USPA IAD AND STATIC-LINE INSTRUCTOR
Instructor Examiners may submit
ALL USPA INSTRUCTOR RATINGS 1. Each candidate assists with the pre-
candidate rating proficiency cards
and required course documentation 1. Each candidate assists with the jump ground preparation in
for the candidates in their rating method-specific portions of at least Categories B and C of the ISP (Exit
courses to USPA Headquarters for one first-jump course in the method and Freefall, Canopy, and Emergency
processing. for the rating sought until familiar Procedure Review) for at least two
with all procedures. solo students or simulated students.
5. An appropriately rated USPA
Instructor must directly supervise all 2. The candidate must hold a current 2. Equipment
candidate training of actual students rating in another method-specific a. Each candidate (either method)
(see SIM definition of “Direct discipline or satisfy the following conducts five jumps with
Supervision”). requirements: B-licensed jumpers who have
B. VERIFYING PROFICIENCY a. demonstrate the ability to teach made at least 100 jumps—
REQUIREMENTS the Exit and Freefall, Canopy, and (1) static-line: using an actual
Emergency Procedures sections of static line or a line rigged like a
Categories E and F, which are not static line (but does not have to
USPA COACH
evaluated during the USPA open the container on exit)
1. Review the outline for the “Basic Instructor Rating Course.
Instructional Method” portion of the (2) IAD: instructor candidate
Coach Rating Course outline. b. emergency procedure training: deployment, using a live pilot
(1) aircraft, including engine out, chute
2. Involve USPA Coach rating candidates
in the solo first-jump course to parachute equipment b. Static-line candidates receive
develop the candidate’s skills in entanglement, fires, instruction on direct bag and
observation, correction, and catastrophic damage, forced pilot-chute assist static-line
communication. landings rigging.

3. While conducting the solo first-jump (2) freefall, including instability, 3. Only an appropriately rated
course, the USPA Instructor directly instrument failure, collisions, USPA Instructor is authorized to
supervises and evaluates the student loss of altitude handle the deployment device and
candidate for the following until awareness conduct jumps with IAD and static-
satisfactory— line students.
(3) equipment, including all
a. follows the solo first-jump-course parachute malfunctions and
USPA TANDEM INSTRUCTOR
syllabus premature container opening
in the aircraft No method-specific pre-course activities
b. breaks the information into
required
manageable chunks and presents (4) landings, including all obstacles
them in a logical sequence and high-wind procedures

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Coach Rating Course | 5
1-5 PROTEST
PROCEDURES
5: Protest Procedures
4. Protests will be available for review
A. INTRODUCTION by any of the persons involved in the
1. No system is perfect, and a candidate course but will be kept by the course
who feels unfairly scored may protest examiner.
a score. 5. In the event that a score given on the
2. Errors may occur when an evaluator evaluation by the course examiner is
does not score a candidate in challenged, it will, if possible, be
accordance with the guidelines. reviewed by the next most
experienced evaluator at the course.
a. in the “Practice and Evaluation”
section of this course 6. Decisions made by the course
examiner will stand
b. in the verbal or videotaped
briefing presented before an a. Comments about those or other
evaluation decisions may be made to USPA’s
Director of Safety & Training at—
3. Pointing out a discrepancy to the
evaluator being questioned during the Director of Safety & Training
critique will usually resolve the U.S. Parachute Association
question. 5401 Southpoint Centre Blvd.
4. When a question remains in the Fredericksburg, VA 22407
candidate’s mind, the following b. A copy of each protest will be
procedure allows a timely and forwarded to the USPA Safety &
accurate review of a score. Training Committee.
B. PROCEDURES
1. Clarify the scoring points with the
evaluator being questioned during or
as soon as possible after the critique
to determine exactly why the score
was assigned.
2. If still not satisfied with the reason
given for the score, speak with the
course examiner within four hours of
receiving the score; either—
a. The course examiner resolves the
question immediately.
b. A more formal procedure will be
followed.
3. Formal protest
a. Within four working hours of the
candidate’s first contact with the
course examiner regarding the
matter, the candidate provides a
written statement explaining the
reason the score is being
protested.
b. The course examiner asks the
evaluator being questioned to
prepare a written statement
identifying the scoring criteria.
c. The evaluator provides the written
statement within four working
hours.
d. Four hours from receiving both
the evaluator’s and the candidate’s
statements, the course examiner
will seek any additional
information necessary to make a
decision and provide a written
reply to the candidate’s inquiry.

6 | Coach Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
COACH RATING COURSE
8 | Coach Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
1. Introduction and Orientation
INTRODUCTION AND
ORIENTATION C-1
A. WHAT IS A USPA COACH? 3. All student training and recurrency
C. WHO MAY CONDUCT THIS
jumps with a USPA Coach are
1. USPA Coach is the first of three COURSE?
instructional ratings USPA conducted under the supervision of a
current and appropriately rated USPA 1. A Coach Examiner who has
administers, followed by Instructor conducted at least one USPA Coach
and Instructor Examiner. Instructor.
Course within the past 24 months
2. A USPA Coach may— 4. Candidates who have met all the
2. Continues to meet all of the
following requirements may attend requirements to qualify as a course
a. conduct training in the non-
the USPA Coach Course: evaluator
method-specific portions of the
skydiving ground school. a. reached the age of 18 years D. HOW TO BECOME A USPA
(1) equipment familiarization as it b. earned a USPA B license COACH EXAMINER
pertains to the first jump 1. A USPA Instructor who has been
c. completed at least 100 jumps
(2) basic canopy control qualified as follows:—
5. Candidates who have completed the
(3) parachute emergency a. Current USPA Instructor rating in
following requirements may earn the
procedures any discipline
USPA Coach rating:
(4) landings and landing b. Completed at least 100 actual
a. completed the USPA Coach freefall student training jumps
emergencies (obstacles)
Proficiency Card within the past 12 months or 300
(5) aircraft emergencies for freefall training jumps total
b. satisfactorily completed a USPA
students cleared to freefall
Coach Rating Course c. Conducted at least 25 solo student
self-supervision and who have
first jump courses. You must also
completed the Category E B. THE NATURE OF THE COURSE provide manifest records or other
aircraft briefing in the USPA
1. Strategy proof of conducting the solo first
Integrated Student Program jump courses.
a. This course teaches effective
b. teach the general portions of d. Conducted at least 25 Coach air
methods for training adults to
transition training for students evaluation jumps under the direct
changing from tandem to solo skydive.
supervision of a Coach Examiner
methods b. Candidates learn to apply those (logged and verified on the
c. conduct group freefall skills methods to a restricted portion of Evaluation Jump Verification
training and jumps with students the USPA Integrated Student form). You must also include log
who have been cleared by a USPA Program. book or manifest records of the
Instructor evaluation jumps when submitting
(1) the non-method-specific the examiner proficiency card to
d. make gripped exits with students portions of the skydiving first- USPA Headquarters.
during group freefall skills jumps jump course
e. Conducted at least 25 Coach
e. supervise recurrency jumps with (2) All skills in Categories F-H ground evaluations including the
licensed skydivers except for the canopy control evaluation, scoring and debrief,
drills outlined in each category under the direct supervision of a
f. supervise static-line and IAD
Coach Examiner (logged and
students beginning in Category C (3) Static-line or IAD student verified on the Ground Evaluation
after each student demonstrates a supervision in the aircraft, Verification form).
successful clear and pull
during climb out and exit, and
f. Successful completion of the
(1) All ground training must be freefall observation following a Instructor Examiner Rating Course
performed by an appropriately stable clear and pull in (IERC)
rated instructor. Category C
g. USPA D License
(2) The student must be trained by 2. Course length: Development of the
an instructor to independently h. Administered two complete Coach
course using various formats and Rating Courses under the
handle aircraft emergencies.
materials show that course length is supervision of a current,
(3) The coach may only observe typically three full days. appropriately rated Coach
the jumps using the same rules Examiner and received that Coach
a. regardless of class size
and guidelines for freefall with Examiner’s recommendation after
students that apply to static b. one evaluator per three course the examiner has verified all of the
line and IAD instructors. candidates requirements have been met.

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Coach Rating Course | 9
b. Each candidate must correctly c. attend a USPA rating renewal

C-1 INTRODUCTION AND answer at least 80% of the seminar


questions on an open-book
ORIENTATION d. pass the Coach Course written
written examination covering the
exam with a score of at least 80
following:
percent
(1) FAR 105 (SIM Section 9-1)
i. When submitting a new examiner 2. For persons with an expired coach
(2) USPA Basic Safety rating of more than two years:
rating, the Safety and Training
Requirements and waivers (SIM
Committee must verify that all a. audit the ground training portion
Section 2-1)
requirements have been met of a coach course
(3) this syllabus
before the rating may be issued. b. satisfactorily complete at least one
The following items are required (4) any related readings included ground training session
to be submitted: in the USPA Coach Rating
Course c. complete two satisfactory air
(1) Completed and signed Coach evaluation jumps
(5) portions of the USPA
Instructor Examiner rating d. complete one satisfactory debrief
Integrated Student Program
proficiency card (SIM Section 4) e. assist in at least one complete
(2) Log book records showing at (i) Category A, Solo General first-jump course
least 100 actual freefall student Section f. attend a USPA rating renewal
training jumps within the past (ii) all sections of Categories seminar
12 months or 300 freefall F-H except the canopy g. pass the Coach Course written
training jumps total control drills outlined in exam with a score of at least 80
(3) The Freefall Evaluation Jump each category percent
Verification Form and the log 2. During the course G. CHALLENGING THE COACH
book records or drop zone a. a supervising USPA Instructor COURSE
manifest records showing at observes each candidate conduct 1. A jumper with a current Coach or
least 25 Coach evaluation jumps training sessions from the ISP Instructor rating from a foreign
syllabus that USPA Coaches are skydiving federation may challenge
(4) The Ground Evaluation qualified to teach: the USPA Coach Rating Course by
Verification Form showing at
(1) sample lessons from the completing the following:
least 25 Coach ground
general sections of the first- 2. Under the direct supervision of a
evaluations jump course Coach Examiner
(5) Drop zone manifest records (or (2) freefall portions of Categories a. Successfully conducted two
other evidence such as payment F-H satisfactory training sessions from
records or a letter from the drop the topics listed in the Coach
b. The candidate performs at least
zone owner or safety and two satisfactory evaluation jumps, Rating Course Evaluation outline.
training advisor) of teaching at including freefall training. b. Demonstrated the ability to teach
least 25 complete solo first jump
c. The candidate is evaluated on his the following topics from
courses or her debriefing skills. Categories F-H of the ISP.
2. Evaluators d. commencement of privileges (1) floater exit
a. The following is required for any (1) The privileges of any (2) diver exit
course evaluators: instructional rating will (3) forward and dock
commence upon successful
b. USPA Instructor who has (4) fall rate
completion of the rating course
demonstrated to a USPA Coach and will be valid for 30 days (5) tracking with awareness
Rating Course examiner the air with a candidate log book
skills required to pass the USPA endorsement by the coach c. Demonstrated the ability to
Coach Rating Course examiner. conduct a satisfactory debriefing.

c. Appointed by the course examiner (2) The rating must be processed d. Correctly performed a pre-jump
at headquarters to be equipment check.
d. Supervised by the course considered valid after the e. Successfully completed two air
examiner, who is responsible for 30-day grace period expires. evaluations.
all evaluations. F. RENEWING AN EXPIRED COACH f. Pass the Coach Course written
E. WHAT IS REQUIRED TO PASS RATING exam with a score of at least 80
THIS COURSE? 1. For persons with an expired USPA percent
Coach rating (up to two years) 3. The Coach Examiner will not provide
1. Prior to this course
a. make at least one satisfactory any training or guidelines to the
a. a supervising USPA Instructor USPA Coach Rating Course candidate challenging the coach
observes and evaluates each evaluation jump with a USPA course.
candidate during the required Instructor or IE who has served as 4. A score of unsatisfactory for any item
first-jump courses and portions of a USPA Coach Course Evaluator listed in Section 2 will require that
courses for coaching skills and b. assist in at least one complete the candidate attend a complete
communication ability. first-jump course coach course.

10 | Coach Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
H. KEEPING A USPA COACH
RATING CURRENT
1. USPA Coaches may annually renew
their ratings with their USPA
INTRODUCTION AND
ORIENTATION C-1
membership by paying the annual
rating renewal fee and providing
documentation, signed by a USPA
Instructor, S&TA, IE or member of the
USPA Board, for the following:
a. that the rating was initially earned
within the previous 12 months, in
which case the annual minimum
coach jump number (15) does not
apply.
b. having taught or assisted with the
general portion of at least one
first-jump course and made at
least 15 coaching jumps in the last
12 months.
c. participated in an annual rating
renewal seminar (see SIM glossary
for definition).
d. or, having met the renewal
requirements for an expired USPA
Coach rating.
2. A skydiver may not certify his or her
own rating renewal requirements.
3. Renewing a higher rating
automatically renews a USPA Coach
rating.
4. For expired Coach Rating renewal
requirements, see Section 1.F.
I. COURSE OVERVIEW
1. Introduction and orientation (this
section)
2. Rules, liability, and the USPA rating
structure
3. Document layout
4. Basic instructional method
5. First-jump course general sections
6. Group freefall skills training and
evaluation
7. Equipment
8. Conducting a coached jump
9. Observation and debriefing strategies
and evaluation
10. Problem solving
11. Candidate evaluation

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Coach Rating Course | 11
C-2
RULES, LIABILITY, AND
THE USPA RATING
STRUCTURE
2. Rules, Liability, and the USPA Rating Structure
h. A USPA Instructor may endorse a F. DISCIPLINARY ACTIONS
2-1: RULES OF SKYDIVING jump or series of jumps without an
RSL for students cleared for 1. Actions or behavior that specifically
A. ETHICAL CONSIDERATIONS freefall self-supervision. violate the BSRs or otherwise
jeopardize skydiving can result in
1. USPA instructional rating holders 3. Review waivers to the BSRs with disciplinary action from the USPA
must know the rules and abide by special attention to the following Board of Directors, including
them when conducting training points: suspension or revocation of ratings or
jumps. membership.
a. An S&TA or IE may file waivers to
2. All USPA rating holders must maintain certain BSRs pertaining to 2. A USPA Regional Director, S&TA or IE
an impartiality toward every student students. may temporarily suspend USPA
while performing their duties. ratings. (RD may suspend for 60 days;
(1) use of non-USPA-rated
3. Students must know when they are coaches S&TA or IE may suspend for 30 days.)
receiving reliable information. 3. Review USPA Governance Manual,
(2) wind limits
4. Breach of the rules can result in Section 1-6.
(3) drop zone size requirements
disciplinary action.
(4) flotation devices 2-2: LIABILITY CONCEPTS
B. SKYDIVING RULES PERTINENT (READING)
b. The waiver must be on file with
TO COACHING
the Regional Director and USPA
1. Review clouds and visibility Headquarters and reviewed Skydivers, like everyone else, are obliged
requirements (FAR 105.17). annually. to conduct themselves within the law.
When supervising a jump for another
2. Review the USPA Basic Safety C. RESPONSIBILITIES FOR BSR person, it is especially important that
Requirements with special attention COMPLIANCE every portion of the jump operation, from
to the following points:
1. The USPA Group Member drop zone training to packing to the aircraft ride to
a. A student remains a student until or school owner is responsible for the actual jump comply with the applicable
issued a USPA A license and must administering the school’s training laws.
be directly supervised by the programs in compliance with the
appropriate USPA rating holder Secondly, and of equal importance, are
BSRs.
until then. liability concerns. A skydiving instructor
2. The USPA rating holder is responsible can minimize personal liability exposure
b. All student training is supervised to conduct all student jumps in by observing all laws and industry
by an appropriately rated USPA compliance with the BSRs, regardless
Instructor. standards, most of which are contained in
of the location of the jump. USPA’s Skydiver’s Information Manual. As a
(1) must be readily available 3. Students are also responsible for USPA rating holder, you should understand
(2) responsible for satisfactory following the BSRs. the extent and nature of your potential
completion of the training liability exposure, as well as how to reduce
D. EQUALITY ISSUES
(3) definitions of “direct it.
supervision” and “supervision” Rating holders should understand federal
in the SIM and state laws pertaining to gender, race, THE FEDERAL AVIATION
religion, and national origin. REGULATIONS
c. All student jump operations must
be completed (landed) by sunset. a. The provisions of the Federal The Federal Aviation Administration
grant assurances at publicly (FAA) is responsible for the safety of the
d. All solo students must comply funded airports require equal
with wind limits until licensed. flying public and people on the ground
treatment of all clients, regardless who could be affected by an aviation
(1) round reserve—10 mph of differences, and all businesses
accident. The safety of the skydiver is not
on the airport are subject to those
(2) ram-air reserve—14 mph as much of a concern to the FAA as is the
terms.
e. All solo students and A-license safety of someone whom a skydiver could
b. State and local laws may apply to hit. You might notice that this philosophy
holders must deploy by 3,000 feet the discriminatory treatment of
AGL. pervades the Federal Aviation Regulations
individuals by a business or club (FARs).
f. Landing areas for students and A on private property.
license holders must be clear of In the U.S., the FARs are the laws of the
obstacles for a radius of at least E. AFTER-JUMP ACTIVITIES sky. Most of the FARs that apply to
100 meters (200 meters in 1. Protect students from misinformation skydivers are contained in FAR 65,
diameter). outside the classroom environment. Certification: Airmen Other Than Flight
g. Unless waivered, student 2. Explain that extracurricular Crewmembers, which includes information
equipment requirements apply conversations with experienced about parachute riggers; FAR 91, General
until the student obtains a USPA A jumpers may contain unreliable or Operating and Flight Rules (various
license (review requirements in misleading information for their sections); and most importantly, FAR 105,
the BSRs). current level of understanding. Parachute Jumping. All of FAR 105 is

12 | Coach Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
included in the SIM, as are pertinent STATE AND LOCAL LAWS

C-2
sections of Sections 65, 91, and other FARs. RULES, LIABILITY, AND
Few states still carry laws on the books THE USPA RATING
When someone reports a violation of an specifically about skydiving. More STRUCTURE
FAR, the FAA requires that it be frequently found are local airport rules,
investigated. For example, if someone on which may fall under city or county codes
the ground reports to the FAA seeing a or under the transportation or aviation automatic activation devices. These are
skydiver jump through a cloud, an laws of the state. In the case of a federally considered industry standards.
inspector from the closest FAA Flight funded airport, which includes most
airports with paved runways and runway The USPA Basic Safety Requirements
Standards District Office must investigate contain the elemental standards for
lighting, the FAA expects the owner—
and file a report on the incident. skydiving and skydiving instruction. In the
usually a city, town, or county—to create
First, the FAA inspector asks for further and enforce rules that contribute to a safe case of a student accident where any BSRs
details in writing from the observer. If the airport environment. These rules often were violated, the staff members who
inspector believes an FAR has been address skydiving. made the bad call could find themselves in
serious trouble. Conversely, strict
violated, the investigation continues. The
LIABILITY adherence to the BSRs helps to protect the
inspector may choose to inform the
staff and management in case someone
accused party that an investigation is FARs and state and local regulations are gets hurt.
underway but is not required to do so. written laws. When one is violated, the
accused is found guilty or not guilty. There are certain exceptions where a
If, after completing the initial deviation from a BSR is permitted. Waivers
Liability, on the other hand, is more
investigation, the inspector believes that a difficult to determine. to the BSRs and procedures for obtaining a
violation has occurred, he or she sends the waiver are described in SIM Section 2-2.
file to the FAA regional headquarters, Exactly what is liability? Liability goes
hand in hand with responsibility. If a person The USPA recommendations provide
where it is turned over to the legal
is responsible for an operation, that person additional protection. The SIM describes
department. The legal department USPA’s first choice on many procedures
is liable for the consequences if something
continues the investigation and may issue goes wrong. Just as responsibility can be that may vary because of locale,
a notice of violation. Once that happens, shared, so can liability. equipment, individual experience or
the FAA prosecutes under federal expertise, or other reasons.
administrative law proceedings, which Naturally, it is most desirable to place
the liability on the skydiver who is actually A deviation from USPA
differ from the criminal justice system.
making the jump. From the instructor recommendations does not necessarily
If the accused are found guilty, an appeal skydiver’s perspective, that means making imply negligence, but the alternative
may be possible through the National certain that every person who jumps from procedure should have a very good
Transportation Safety Board. Failing that, an airplane is capable of preserving his or justification and it should be documented.
the guilty parties may be forced to pay a her own life and avoiding injuries. Each No waiver from USPA is needed to deviate
fine. If any one of them holds an FAA skydiver should be made ultimately from a recommendation, but the rationale
certificate, such as a pilot or a rigger, that responsible for the outcome of his or her should be strong enough to defend the DZ
certificate can be suspended or revoked. jump. owner or staff member in court in the
event of a lawsuit.
The FAA may find several parties guilty, In the case of an AFF, IAD, or static-line,
such as the pilot and the jumper in the each student is taught to open the main
THE LIABILITY LAWSUIT
case of a cloud violation. parachute, how to use the reserve if the
main fails, and how to steer and land the You won’t need a comprehensive lesson
Typically, investigation into a jump parachute. Each tandem student should in liability law to be an effective skydiving
operation begins only after an accident. also be trained how and when to operate instructor, but understanding some of the
FAA and NTSB investigators will first look the drogue release handle and how to read common tactics used by plaintiffs’
for violations of any FARs that may have the altimeter. attorneys may help you to realize how
contributed to the accident. Was the important it is to avoid a lawsuit.
Most skydiving injuries occur on landing,
individual’s reserve in date? Was the pilot so solo skydiving students learn canopy In many states, the concept of “joint
properly rated to fly jumpers in that plane? control, obstacle avoidance, priorities for and several” liability causes the lawsuit to
Was the plane maintained according to landing and hard landing procedures prior be brought against anyone even remotely
FAA standards? Were alcohol or drugs to the first jump. In tandem jumping, the connected with a jump operation,
involved? Was the main parachute packed parachutist in command typically handles including the drop zone owner, property
according to regulations? most decisions. owner, coach, instructor, aircraft owner,
pilot, aircraft mechanic, equipment
The best way to avoid an FAA
USPA BSRS AND manufacturer, rigger, radio coach, USPA,
investigation is to comply with the FARs
RECOMMENDATIONS and others.
and to develop a reputation for
consistently complying with them. The key to avoiding accidents and the If the lawsuit succeeds, the responsibility
liability that may be incurred from an to pay may fall on the person with the most
Although rare, it is also possible to be accident is close adherence to industry ability to pay—the one with the most
prosecuted for criminal negligence or standards. The majority of skydivers have assets—regardless of who was most a fault.
manslaughter for bad performance as a agreed upon many aspects of skydiving You could become financially responsible
skydiving instructor. At least one individual procedures and instruction. For example, for a mistake made by someone else on
has gone to jail as a result of criminal very few people dispute the minimum pull your staff, even though you were only
negligence where a student was killed. altitudes or that students should wear remotely involved.

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Coach Rating Course | 13
Insurance may not be commercially Introduction and Orientation

C-2
RULES, LIABILITY, AND available to cover all aspects of your section of each instructional rating
THE USPA RATING skydiving center’s operations.
STRUCTURE course outline.
RISK MANAGEMENT d. Instructor Examiners may appoint
Adherence to industry standards, good other qualified USPA Instructors
The best way to avoid a lawsuit equipment, careful supervision of the or Instructor Examiners as
is to avoid an injury. programs, use of a waiver, proper evaluators to assist in their
procedures after an accident, and courses.
The lawsuit will often be brought at the insurance—or lack thereof—all work
last possible date before the statute of together to create what is known as risk C. ELECTED OFFICIALS
limitations expires, typically two or three management. The goal is to prevent an
accident and to minimize the effects an 1. The USPA Board is comprised of 23
years. The trial, if it goes that far, may not
occur for another year after that. The goal accident has on the business and the members:
is that the defense witnesses will have individual staff members involved.
a. 14 regional directors
forgotten the details of the incident or The bottom line is, if you’re careful and
cannot be found. For that reason, it is best stick to the rules, people are less likely to b. eight national directors (directors-
to immediately document every detail of get hurt and to sue you. at-large)
any injury on the drop zone and obtain
written statements from any possible 2-3: USPA RATING c. a representative appointed by the
witnesses. STRUCTURE National Aeronautical Association
and who has full voting privileges
It is considered bad practice, but some
A. USPA RATING HIERARCHY
plaintiffs will bring a lawsuit in hopes of 2. The board elects USPA’s officers from
gaining a quick settlement from the 1. USPA Coach among its members.
defendants, who would otherwise have to a. includes basic instructional
pay even more in legal fees, win or lose. methods that apply to all other 3. The board operates via a committee
ratings system, which includes the USPA
The best way to avoid a lawsuit is to
avoid an injury. No lawsuit can succeed b. prepares future USPA Instructor Safety & Training Committee.
unless some harm has been done to the rating holders for rating courses
a. headed by the S&T Chair
plaintiff. and evaluations
(appointed by the USPA President),
2. USPA Instructor
who appoints committee members
THE LIABILITY WAIVER • Accelerated Freefall (AFFI) from among other elected board
Most drop zones require that each • Instructor-Assisted Deployment members and non-voting advisors
participant complete a release of liability, (IADI)
or “waiver.” It has proven valuable to • Static Line (SLI) b. studies program and policy
prevent many frivolous lawsuits brought • Tandem (TI) proposals as assigned by the
by people who don’t want to take president.
3. USPA Coach or Instructor Examiner
responsibility for their own actions. The
release must be written by a lawyer • AFF (AFFIE) D. USPA HEADQUARTERS STAFF
qualified to practice law in the state where • Coach (CE)
the drop zone operates. To be effective, it • IAD (IADIE) 1. The USPA Executive Committee hires
must be executed, or filled out and signed, • Static Line (SLIE) an executive director, an employee
according to the lawyer’s instructions. • Tandem (TIE) who reports to the president.
The ability of the liability release to B. APPOINTMENTS 2. The executive director hires the
protect you is limited by state law and the headquarters staff, including the staff
1. The regional director, a member of
circumstances of your actions leading up the elected USPA Board of Directors, director of safety & training, who—
to the accident. Even the most carefully appoints Safety & Training Advisors
crafted waiver cannot prevent someone as liaisons between USPA members, a. reports to the executive director
from filing a lawsuit and may not help if drop zone management, USPA
Headquarters, and the USPA Regional b. coordinates and administers safety
the staff acted irresponsibly.
Director. & training programs, including the
INSURANCE 2. Course directors and Instructor license, instructional rating, and
There are two clear schools of thought Examiners PRO rating programs
on insurance to cover a skydiving center in a. USPA appointed course directors c. oversees the maintenance of the
the event of a lawsuit. One says that before the Instructor Examiner
rating was restructured in 2008. USPA instructional program
insurance is good protection for the drop
documents
zone owner who has accumulated assets b. Course director appointments
and equity related to running the business. were replaced by Coach and d. coordinates mass communications
The second says that insurance invites Instructor Examiner ratings. to USPA instructional rating
lawsuits from less-scrupulous people who c. In some cases, Instructor holders
would not otherwise sue, knowing there Examiners require additional
would be little gain. qualifications described in the

14 | Coach Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
3. Document Layout
DOCUMENT LAYOUT
C-3
A. SKYDIVER’S INFORMATION 2. The ISP integrates all USPA-recognized 4. An oral quiz follows each category.
MANUAL methods for teaching skydiving,
particularly in the early portion of the a. It may be given after the student
1. The Skydiver’s Information Manual training: harness hold (USPA Accelerated completes the last jump in the
contains four sections of primary Freefall), instructor-assisted category or serve as a review
importance to students and USPA deployment, static line, and tandem. preceding training in the next
Coaches: category.
3. Schools using the ISP outline or its
a. USPA Basic Safety Requirements, equivalent can easily track a student’s b. The USPA Instructor conducting the
Section 2 performance and interchange the various A license check dive draws from the
b. Integrated Student Program (ISP) training methods to make the most quiz questions for the oral testing
syllabus, Section 4 effective use of their training resources. portion of the license review.

c. General Recommendations, a. There are eight categories of 5. The USPA written A-License Exam is
especially Sections 5 and 6 advancement, A-H. required in addition to the oral quiz.

d. Federal Aviation Regulations and (1) Categories A-D focus on basic a. A USPA Instructor, S&TA or IE may
FAA Advisory Circulars pertinent skydiving survival skills and are administer the official USPA A
to skydiving, Section 9 very closely supervised. License written exam.

2. Each student should have a SIM. (2) During Categories E through H, b. The study guide for the exam can
students become more be found in Appendix C of the
3. USPA Coaches should study and independent and supervision Skydiver’s Information Manual.
understand: requirements are relaxed. c. A score of 75% or higher is
a. Category A (3) Categories G and H required to pass the written exam.
(1) solo equipment orientation concentrate on group freefall
d. An oral exam of at least 20
skills and to prepare a student
(2) freefall position questions taken from the category
to jump without supervision
(3) main deployment (freefall only) quizzes is also administered by a
and the USPA A license.
USPA Instructor, S&TA or IE as a
(4) canopy skills b. Each category following Category requirement for the USPA A license.
(5) landing training A, the first-jump course, is divided
into six skills and knowledge sets. C. THE A LICENSE APPLICATION
(6) landing problems
(1) exit and freefall 1. Official USPA document (not a
(7) equipment problems student’s logbook)
(2) canopy
(8) equipment emergency procedures 2. Two versions:
(3) emergency procedure review
b. Category E freefall and training a. A License Progression Card (four
and the aircraft briefing (4) equipment
page)
(5) rules and recommendations
c. Categories C through H freefall • for use with the ISP
and canopy training (6) spotting and aircraft
• progressive performance record
4. All topics in exit, freefall, canopy, and c. Each student, except those making
• each category recommended to
emergency procedure review should tandem jumps, should complete
training in the freefall, canopy, and be completed prior to advancing
be taught prior to the first jump in
each category. emergency review sections prior to the next
to making a jump in any category. b. A License Proficiency Card (two
5. In Categories A (first-jump course) page) for DZs using alternative
and Categories F through H, the (1) Some freefall dive flows require
training programs
outline specifies which portions may the freefall and emergency
be taught by a USPA Coach under an procedure training and review D. THE FLIGHT PLANNER
appropriately rated USPA Instructor’s for the student to safely
1. Helps students plan each jump and
supervision. perform them.
reinforce training by applying it to
6. At the end of each ISP category are (2) The canopy dive flows require their jumps
recommended canopy and freefall canopy training first so the
2. Informs the USPA Coach and Instructor
dive flows. student can understand what
that the lesson plan and emergency
to practice.
B. INTEGRATED STUDENT procedure review have been completed
(3) The student becomes more
PROGRAM OVERVIEW independent and less supervised
3. Category G and H students should
1. The USPA Integrated Student complete the entire Flight Planner, to
as he progresses and may require
Program is a complete and detailed include calculating the opening point
the information in these three
outline recommended by USPA to and determining the jump run.
areas when encountering new
train students from the first jump experiences during jumps in that 4. A sample flight planner is included in
through the A license. category. Appendix A of this manual.

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Coach Rating Course | 15
C-4
BASIC
INSTRUCTIONAL
METHODS
4. Basic Instructional Methods
C. CHARACTERISTICS OF A GOOD showing that consistent
4-1: LEARNING THEORY TEACHER progress is (or isn’t) being made
d. Relevant—The training should
A. OVERVIEW 1. As teacher
focus on the short and long term
1. This section and the next section a. assesses each student’s current goals of the student, building from
teach the candidate to apply known abilities and determines the simple to complex.
teaching and training techniques to starting point for the lesson
e. Timely—The short and long term
skydiving instruction. b. helps the student set goals goals need to be scheduled with a
2. Discussions include c. ensures that learning takes place realistic timetable that provides
enough time to achieve each of
a. students’ motivation for skydiving d. compares the student’s the goals but still keep the training
performance to the goals focused
b. characteristics of a good coach
2. As leader and role model 3. Present correct material only.
c. psychology of learning and
training a. sets a good example a. The teacher’s demonstration must
d. effective presentation strategies b. maintains a positive image be correct.
e. involving the student’s senses c. practices professionalism b. The teacher must closely monitor
the student’s initial practice
f. effective debriefing strategies d. acts as a motivator
(hands on) to initiate good habits
B. WHY PEOPLE JUMP— D. APPLYING SPORTS from the beginning.
MOTIVATION PSYCHOLOGY c. Practice does not make perfect—
1. The student’s self image is crucial to practice makes permanent,
1. It is evident that skydiving students therefore; “Practicing perfectly
are highly motivated to learn. his ability to learn.
makes perfect permanent.”
a. What is self-image? (discussion)
a. Jumping and jump training are d. Tell students what to do, rather
expensive. b. How does self-image affect than what not to do.
performance?
b. Participants must devote a great 4. Introduce cue words during the
deal of time to go skydiving. (1) negative v. positive attitude practice to connect the student’s
during a performance verbal understanding to muscle
c. Knowing that failure in this sport
(2) negative v. positive assessment response (for example, when docking,
can be dangerous motivates
of performance “legs out, grips, elbows up, altitude”).
students to pay attention and
learn. c. How can the teacher affect the 5. Correct by referring back to the
student’s self-image? proper action
d. Skydivers must overcome a natural
fear not to jump, which shows that (1) praise (example) a. example: “Good legs out position,
skydiving students must be very now fly all the way to the grips
(2) derision or mocking (example) with arms neutral.”
committed to making a jump.
2. Goal setting: SMART (specific, b. example to avoid: “No, not like
2. Some personal motivations to measurable, achievable, relevant,
participate in skydiving— that, don’t reach for grips”
timely)
a. affiliation: a desire to belong to a 6. Positive post-jump and debrief (more
a. Specific—The training should be on this later)
social or elite activities group straightforward and designed to
b. sensation: the thrill and rush of achieve the intended outcome. E. CHARACTERISTICS OF THE
skydiving b. Measurable—There should be a LEARNING PROCESS
c. achievement: a sense of means of gauging the student’s 1. The difference between learning and
accomplishment, particularly in an short and long term progress (i.e., performance
advancement criteria).
activity that requires overcoming a. learning: acquiring knowledge and
natural fears c. Achievable—Meaningful goals will understanding
improve the chance for success
d. self-actualization: the sense of and reinforce a positive self- b. performance: acquiring skills
personal fulfillment image. (motor learning)
3. The skydiving instructor uses the (1) short-term goals: setting 2. Role of the left brain and the right
skydiving student’s high level of specific, measurable goals will brain
motivation to his or her advantage for enable the student to verify a. left brain: analytical, verbal
making the lesson more effective. success and see progress
toward achieving the long- b. right brain: imagery, physical
4. The skydiving instructor recognizes
intrinsic versus extrinsic student term goal. Example:Have the group name the
motivations to help students set (2) long-term goals: trackable, colors of the words (not read
achievable goals and over come relevant goals will enable the the words) printed on the
challenges. student to chart a path inside back cover of this

16 | Coach Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
manual. This exercise out loud, engaging in an example)

C-4
demonstrates the conflict at least every eight minutes. BASIC
language (left brain) presents INSTRUCTIONAL
d. One example is called “think-pair-
over concept (right brain). share.” METHODS
3. Primacy-recency curve (1) Single out one student and ask
a. Students tend to remember the him to repeat what you have down a slider (pumping the
first two points and some of the just explained. brakes)
last points of the lesson. (2) Once the singled out student d. landing a ram-air main and a
Example:Recite in monotone a string of repeats the information, ask round reserve
another student if that is
seven random numbers 7. Keep it short, simple, and specific
correct.
between 100 and 1,000 and (KISSS).
have the students repeat back (3) Ask the class a question and
the numbers as a group. have one student tell another F. PRINCIPLES OF PSYCHO-
student the answer. MOTOR LEARNING
b. The curve can be manipulated by
emphasis or association. (4) The instructor then gives the 1. Three stages of learning motor skills
correct answer and asks the
Example:Recite another string of seven class who in the classroom had a. cognitive (left brain)
random numbers between 100 the correct answer. (1) the mental, or thinking, phase
and 1,000 with emphasis on
(5) Corrections can be made at (2) easy to overload the student
selected ones by shouting one, this point if needed. during this phase (small
whispering another, adding a
e. Each 20-minute segment should learning blocks required)
tag (“357 magnum”), or by
making a sudden motion, and contain no more than seven (3) slow explanation and
independent learning points. demonstration required
have the students repeat back
the numbers as a group. f. Present the seven points with (4) student struggling to figure out
Compare the results. regard to the primacy-recency the sequence of components
curve. and what is required to
c. applying primacy and recency;
g. Use low-attention, low-retention perform
examples
periods of the primacy-recency (5) student primarily using the left
(1) first-jump course curve for physical practice. brain during this phase
(i) Begin with instruction on h. These principles should apply to b. practice (moving concepts from
the operation handles USPA instructional rating courses, the left brain to actions generated
(most important). also. in the right brain)
(ii) End with equipment 6. Teaching similar tasks at the same (1) The student begins practice;
emergency procedures time interferes with learning either the teacher is close enough to
(most complicated and one, for example: ensure perfect practice (hands
high importance of
a. centerpoint turn and side-slide on).
outcome).
b. pulling a ripcord and pulling a (2) The teacher’s feedback should
(2) equipment emergency
cutaway handle mounted near reinforce the student’s senses.
procedure training
each other (3) Corrections should be
(i) Begin with how to deploy
c. clearing end-cell closure (holding immediate and specific using
the reserve (most
down the brakes) and bringing sensory or tactile applications,
important).
rather than verbal.
(ii) End with how to respond
to two canopies out (most
complicated).
4. Most adults can take in seven
learning points, plus or minus two, in
one group or session.
Example:Recite a phone number and get
the students to recite it back
ten seconds later. Then repeat
with an 11-digit serial number.
Compare the results
5. 90:20:8 Rule
a. Learning sessions should last no
more than 90 minutes.
b. The class should change location
or pace at least every 20 minutes.
c. The coach should involve the
student through active
participation (questions, reading

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Coach Rating Course | 17
last recalled and applied (phone d. Organization of the training

C-4
BASIC number example). session
INSTRUCTIONAL
c. Retention an hour after the last (1) schedule – time needed for
METHODS exposure or application indicates proper training
storage in long-term memory. (2) location
(4) The teacher uses positive 2. Distributive practice: Skills need to be (3) controlled environment
feedback and cue words to practiced at repeated intervals to be
committed to long-term memory and (4) training aids
guide and encourage the
student. to restore and maintain peak (5) assistance and USPA Instructor
proficiency (see distributive practice supervision, as required
c. autonomous diagram).
2. Presentation
(1) The autonomous phase, or 3. Discussion: What implications do
flow, is achieved through these facts about short-term and a. explanation: overview of what
repetition and practice. long-term memory have for— skills the student is expected to
learn (goal setting) in this lesson
(2) The student is in right-brain a. skills testing in the first-jump and why, including how they will
activity during this phase. course? be tested
(3) Because the left brain is b. a marginal performance in the b. demonstration: perfect example of
relatively freed-up, student can first-jump course? how the skill is to be performed
become overly self-critical
during this phase, so the c. refresher training on emergency 3. Application
teacher should focus the procedures?
a. trial and practice, the student tries
student on action, rather than
verbal analysis.
4-2: TEACHING SKYDIVING the new skill and is closely guided
at first to ensure perfect practice
(4) Student responses to questions
EFFECTIVELY (hands on)
or input should be action,
rather than verbal, indicating A. LESSON DESIGN b. use of cue words to move the skill
from a concept in the left brain to
the shift to right brain. 1. Preparation an action coming from the right
(5) Work toward achieving an a. Scope of the lesson: explaining brain
automatic flow. what will be taught in the lesson c. sufficient repetition
2. Lecture is the least effective means of and how long it is expected to
take. (1) minimum of 25 times for each
teaching motor skills; people skill to build a habit (more is
remember 20 percent of what they b. Objective and purpose: stating the often required)
hear but 80 percent of what they do. goals/objectives
(2) rest period prior to a second
G. SHORT- AND LONG-TERM (1) lets students know what they practice session, as necessary
MEMORY will learn and how they will
show they have learned it d. uninterrupted practice once the
1. Evaluating retention skill is being performed correctly
(2) lets students know why they
a. Retention is highest when the should learn the material, how (1) Explain all concepts sufficiently
coach provides modeling, meaning it fits into their goals, and why prior to beginning any practice.
and practice for the student. it is important (2) If further explanation becomes
b. Information stored only in short- c. Lesson plan: a logical, point-by- necessary, interrupt the lesson,
term memory begins to fade point building sequence for the move to another topic or take a
within 30 seconds after the item is activity being trained break and re-start the lesson
later.
(3) The student should
demonstrate a perfect practice
two times.
4. Evaluation
a. Test to see that learning has
occurred by—
(1) the student’s correct
demonstration of the skill when
presented with a scenario; for
example, “Nothing has come
off your back. What will you
do?” (training for a total
malfunction).
(2) oral questions, which should
require the student to perform
an action (preferred) or give a
This graph demonstrates the importance of recurrent training to place a skill into brief explanation, rather than a
long-term memory. Source: Madeline Hunter (1982), presented in Sousa, David A. How “yes” or “no” answer
the Brain Learns. (2001). p. 100. Thousand Oaks, California: Corwin Press, Inc. (3) written exam

18 | Coach Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
(4) specific performance objectives d. Known to unknown. Prior to

C-4
beginning your coaching with a BASIC
b. Have the student recap the lesson, INSTRUCTIONAL
student take time to ask what
including the stated objectives and
other sports or activities they may METHODS
the resulting student performance.
have participated in that may
c. Record the training and progress relate to the skill for the up
(logbook or A License Progression coming lesson. Also ask the (2) humor (distracting when
Card), for the next coach or student to “show me” what they overdone)
instructor. know about the lesson so you can
build on what they already know. (3) pride, as from praise and
B. PRESENTATION STRATEGIES recognition
3. Example of whole-part-whole,
1. Whole-part-whole chaining, and spiking using BOC hand (4) fear (somewhat effective for
a. Describe and demonstrate the deployment instruction from the retention, but not conducive to
entire activity to be trained and first-jump course for students who getting the student to return)
tested in the lesson (whole). have already learned the basic freefall 2. Provide a relaxed, non-threatening
position: training environment.
b. Break the lesson into seven (plus
or minus two) manageable, related a. Whole: Demonstrate the entire a. physical environment: sound
information bits and teach them deployment sequence in real time, (including background noise),
(part). using cue words—arch, reach, temperature, lighting, overall
grab, throw, check!” comfort
c. Recombine the bits into the
correct order before beginning the b. Parts: Break the sequence into no
b. reasonable privacy (to reduce self-
application (practice). more than seven distinct smaller
consciousness while the student
sections and explain and
d. Practice until autonomous (whole). learns and practices)
demonstrate the entire sequence
2. When a skill is broken down into its slowly and in order (forward c. teacher’s appearance and hygiene
parts, there are a number of chaining). d. positive presentation and feedback
strategies in which we can present c. Reorder or emphasize some parts
e. fostering class cooperation and
these parts. Your knowledge and of the sequence, according to
support
ability to use these strategies allows importance to increase retention.
you to be flexible in your teaching For example you may teach the f. nutrition and hydration
approach and enables you to cater pull sequence as follows: (1) When working in a learning
more to the needs of the student. The (1) locating and throwing the pilot environment, the brain
different strategies of ordering the chute (right hand only; consumes as much as 20
parts are as follows: standing up; no arch yet) percent of the body’s caloric
a. Forward-backward and chaining. (2) left hand for balance (standing intake.
This is when the parts are taught up; no arch yet) (2) It is important to stay hydrated.
one at a time in either
chronological order (forward (3) reaching from the correct body 3. Realistic simulation helps the student
chaining) or in reverse order position (previously learned perform the skill under stress, for
(backward chaining). Backward arch) while standing example, adding confusion during
chaining is starting from the final (4) throwing from the correct simulations of malfunctions.
action and working backwards to position while standing 4. Training aids (discussion)
the first action. A good example of (practice until correct)
backward chaining is teaching the a. advantages
(5) checking for deployment while
landing pattern from the flare b. limitations
standing
backwards to the 1,000 foot entry
point. (6) location or extraction problems 5. Summary of effective training and
(lost handle, hard pull) practice. How you practice will make
b. Shaping. This is when you take a a big difference in performance. To
skill and initially train a simplified d. Whole: Combine the actions back effectively practice, start by making
version of that skill. Once this in the correct order to begin the practice as realistic as possible. If
simple version is learned, we add practice while standing and then the skill to be learned is falling belly
on more joint usage or detail. A lying down. to earth (prone), then practice it as
good example of this would be C. TEACHING AND LEARNING such.
tracking where initially we are
simply looking for a flat forward TOOLS a. Perfect practice makes perfect
motion in a straight line, then add 1. Sensory input permanent.
a reverse arch and finally a more a. Use all the available senses (cite b. When practicing, do so as
streamline/narrow position for examples for each). correctly as possible to develop
speed. the proper kinesthetic feel and
(1) sight mental pictures. Always practice
c. Simple to complex. Otherwise
known as the building block (2) feeling the correct technique.
method. A simple part is picked (3) sound c. Select training aids for realism.
first and then followed up with
adding increasingly more difficult b. Emotion, especially positive d. Utilize all senses possible: feel,
parts. For example, teaching a rear emotion, associated with learning sight and inner balance.
float exit prior to teaching a improves retention. e. Choose a comfortable learning
floater track exit. (1) happiness environment.

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Coach Rating Course | 19
pattern at the wrong altitude,

C-4
BASIC high and low.
INSTRUCTIONAL
(5) Walk a simulated left-hand
METHODS pattern, including the arm
motion for making the turns.

f. Practice new skills individually, c. application


then build on or link them (1) Have the student follow the
together, KISSS. instructor walking the pattern.
g. Introduce new skills only once the (2) Have the student walk the
previous ones have been learned pattern without assistance.
and/or memorized
d. evaluation
h. When rehearsing multiple or
(1) Ask the student to show a
complex skills, layer or stage the
pattern with a different wind
information from simple to
direction.
complex or SHAPE the skill.
(2) Ask the student to demonstrate
i. Use repetition, the more times you
how to handle arriving at the
repeat the skill (autonomous), the
planned base-to-final turning
more natural and comfortable it
point with too little altitude;
will become. It will also reduce the
again with too much altitude.
overall stress during the jump.
2. Malfunction procedures
j. Prior to jumping, rehearse the
entire sequence until memorized a. preparation
to the point of anticipation. (1) Set up the training harness.
k. Rehearse with full concentration (2) Gather the malfunction photos
and focus. or other visual aids.
l. Respect the holding times and (3) Turn the music down, etc.
physical and mental limits of the
individuals or mental and physical b. presentation (assume that the
fatigue. simulated student has been
trained for routine canopy
D. SAMPLE TRAINING TOPICS problems, such as line twist, stuck
1. Landing approach strategy slider, end-cell closure, etc.)
(candidates should already be familiar (1) Explain the various
with landing pattern training in malfunctions using the visual
Category A): aids.
a. preparation (2) Demonstrate the correct
(1) Find a place to walk out a reserve procedures for the
simulated landing pattern that’s various malfunctions.
in view of the target and DZ c. application
landmarks.
(1) Guide the student through the
(2) Use a DZ photo or other visual correct procedures.
aid to help the student imagine
the view from under canopy. (2) Allow the student to practice
until familiar with the
b. presentation (use the illustrations procedures.
in the SIM)
d. evaluation: Have the student react
(1) Explain and demonstrate the to the malfunctions as presented,
projected glide distance from a using the visual aids.
pre-planned altitude (e.g., 300
feet) for a student canopy on a
calm day.
(2) Show the student how that
relates to a base leg of the
same distance flown from
twice the altitude (using 600
feet in this example).
(3) Show the student the planned
pattern entry point abreast of
the target beginning at 1,000
feet.
(4) Explain how to adjust the base
leg if arriving at the planned
base-to final corner of the

20 | Coach Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
5. First-Jump Course: General Sections
FIRST-JUMP COURSE:
GENERAL SECTIONS C-5
5-1: FIRST-JUMP COURSE importance of deploying while 3. The student should fly a straight final
stable approach to avoid collisions (avoid
STRATEGIES S-turns).
b. deployment
A. USE THE ISP OUTLINE OR AN c. inflation 4. The student should remain upwind in
EQUIVALENT a pre-planned holding area until
3. Students should know that the ready to enter the landing pattern at
1. The Category A outline for the first- instructor is responsible for checking 1,000 feet.
jump course provides a complete the equipment at these three points:
outline, according to the principles in 5. If unable to make the planned landing
a. choosing the correct system and area, decide on a clear alternate
the USPA Integrated Student Program.
preflighting it landing area by 2,000 feet and apply
2. Drop zones may use their own first- the planned pattern to the new area.
jump course outline, as long as all b. putting the equipment on the
students are taught an effective student, adjusting it properly, and 6. Students should be taught to look for
method of meeting their Category A performing a complete pre- traffic before turning.
advancement criteria. boarding equipment check 7. Discussion
3. A USPA Coach who is teaching the c. checking that the equipment is
ready to jump before the student
D. LANDINGS
non-method-specific (general) portions
of the first-jump course under the exits the aircraft 1. This section is best taught using a
supervision of a USPA Instructor should practical landing trainer, where the
4. Students should help with operation
adhere to a detailed outline, such as student simulates parachute landings.
handle protection, but the primary
the one contained in the ISP. responsibility during the first jump 2. Teach the student a prepare-to-land
4. The Category A solo first-jump course rests with the instructor. position that will enable an easy
outline is laid out in sequence so the transition into a proper PLF.
5. The student should be familiar with any
general portions can be taught first by 3. The student should learn all types of
a USPA Coach, who then turns the other equipment operation he or she is
expected to perform independently obstacle landings with emphasis on
class over to a USPA Instructor in that obstacles the student might
student’s training method. (personal items, equipment recovery
encounter at that DZ.
and return, etc.).
5. Tandem jumps may be conducted as a 4. Round reserve techniques may be
skydiving orientation or as Category 6. The student should know that the
omitted from the course if all the
A training using the tandem method. responsibility for the equipment shifts school’s student equipment is
from the instructor to the student later equipped with ram-air reserves, but a
5-2: CATEGORY A, FIRST- in the student’s progression. note on the type of reserve should be
JUMP COURSE 7. Discussion entered in the log of each student’s
jump (“RAM”).
At this time, the USPA Coach examiner B. RELAXED FREEFALL POSITION
5. Students with prior tandem
should review the applicable portions of 1. All students can be taught the basic experience using special tandem
the Category A first-jump course from the freefall body position together and landing techniques need to know that
ISP with the candidates. then broken out later for method- those techniques are not correct for a
specific exit training. hard landing when jumping solo;
A. EQUIPMENT introduce and demonstrate the PLF.
2. Use a body position that allows for
1. The student should know the location
relaxed fall and the ability to see the 6. Landing priorities (from the first-
of all operation handles he or she may
altimeter easily, focusing primarily on jump course syllabus)
be expected to use.
the hips and leg position. a. Land with the wing level and
2. Using terms the student will hear
3. Discussion flying in a straight line.
throughout the course and the jump,
the instructor describes a correct b. Land in a clear and open area,
C. CANOPY
parachute opening in the three avoiding obstacles.
significant stages that determine the 1. Introduce the student to the canopy in
c. Flare to at least the half-brake
response from the jumper. terms that will be used throughout the position.
course and during radio instruction.
a. activation (container opening) for d. Always be prepared to make a PLF.
AFF students 2. Canopy training should be based on
flying a specific, pre-planned pattern 7. Discussion
(1) procedure for stable activation
of the main parachute practiced into a clear landing area. E. EQUIPMENT EMERGENCIES
until smooth and exact a. This portion of the training is best 1. A USPA Coach or higher rating holder
(2) activation of an actual main taught in the landing area with an should assist and critique the jumper
parachute while wearing the aerial photograph. throughout all ground training.
equipment the student is b. Refer to the canopy training 2. A watch or training altimeter may be
expected to jump outline and illustrations in used during parachute emergency
(3) importance of deploying at the Category A of the ISP syllabus for drills to help the student develop
correct altitude over the this portion of the lesson. time awareness.

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Coach Rating Course | 21
D. UNDERSTANDING OF CANOPY e. other hazards specific to the drop

C-5 FIRST-JUMP COURSE: DESCENT zone


GENERAL SECTIONS 1. Understands canopy descent F. EQUIPMENT PROBLEMS AND
strategies well enough to solve EMERGENCY DRILLS
contrived descent problems from
opening to 1,000 feet: 1. Responds correctly to questions
3. The harness trainer should be about how to handle an open
equipped with a cutaway handle and a. too close to the planned pattern parachute in the aircraft with the
a reserve ripcord handle, each of entry point at too high an door open and closed.
which can actually be pulled. altitude—face upwind
2. Demonstrates the following in the
4. Teach the school procedures for all b. more than halfway down, but not training harness:
parachute situations the student may yet halfway back—steer downwind
encounter (follow the Category A and plan an alternate landing area a. response to lost deployment
Emergency Procedure outline). handle, hard extraction
2. Can solve contrived landing approach
5. Discussion problems (e.g., ISP model): b. how to clear a pilot chute
hesitation (main or reserve)
a. too high at the planned 600-foot
5-3: FJC TRAINING point—arc the base leg c. within five seconds, the correct
STANDARDS b. too low at the planned 600-foot response to contrived partial and
point—cut the corner for the total malfunction situations,
A. ASSESSING BY SPECIFIC planned 300-foot point including looking at the
OBJECTIVES emergency handle(s)
c. on final approach at 100 feet and
1. All first-jump ground training should running with the wind – Keep d. correct response to line twists,
be specific and oriented to going straight with wing level slider up, and end-cell closures
measurable goals (Specific, and addresses them in that order
3. Knows the landing priorities (wing (in case they are experienced
Measurable, Achievable, Relevant, level, clear area, flare)
Timely). simultaneously)
E. LANDING AND LANDING e. the correct response to all three
2. Each student should meet the goals
prior to making a jump. EMERGENCY DRILLS two-canopy-out scenarios
1. Prior to jumping, demonstrates a discussed in Category A
3. Students should be correct and
proper PLF until satisfactory.
consistent in demonstrating their G. REMEDIES
ability to perform the tasks of the a. Feet and knees together
When a USPA Coach encounters a
ground training in preparation for b. Flared position with the hands student who has difficulty in meeting the
their parachute jump. together in the front of the hips to first-jump training performance objectives,
4. This section provides sample prevent wrist and hand injuries
he or she should immediately notify the
performance criteria for use in the c. Chin to chest to help prevent neck supervising USPA Instructor of the
first-jump course to help determine a injuries difficulty.
student’s aptitude for a solo skydive.
d. Allow feet to make contact with
H. DISCUSSION
B. EQUIPMENT KNOWLEDGE the ground first
e. Maintain PLF position throughout 1. How does the first-jump course at
1. Can find and operate main
the entire landing roll the home drop zones of the
deployment, cutaway and reserve
candidates differ from or compare to
activation handles (or SOS handle) f. As both feet touch the ground: Category A training in the ISP?
2. Understands the use of the altimeter (1) Lean into the direction of the 2. Why?
in freefall and under canopy landing to roll down one side of
3. Knows to expect three complete the body. 5-4: PRACTICAL EXERCISES
equipment checks (2) Lay over the side of one calf. AND EVALUATIONS
C. APTITUDE FOR THE FREEFALL (3) Continue to roll to the thigh on
POSITION the same side. A. PRACTICE
1. Able to arch sufficiently to lift both g. Continue rolling on to that hip 1. Course staff demonstrates correct
shoulders and knees off a flat surface (side of the butt). training techniques for basic
and hold for ten-second intervals h. Roll diagonally across the back to skydiving skills by conducting full
without straining the opposite shoulder mock training sessions to be used for
ground training evaluations.
2. During arch practice, controls both i. Allow the body to continue rolling
legs and arms with symmetry and and absorb the energy of the fall a. equipment for first jumpers
extends both legs slightly 2. Demonstrates the correct procedure b. relaxed freefall position and
3. AFF: demonstrates the correct for each landing hazard at or near the deployment
deployment and practice deployment planned drop zone. c. canopy flight for beginners
procedures, including cue words (e.g., a. power lines d. landings
“arch, reach, touch!”) and symmetrical
movement b. water e. equipment emergencies
4. AFF: Understands and responds c. trees 2. Candidates practice training sessions
correctly to freefall hand signals d. buildings under course staff supervision.

22 | Coach Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
B. EVALUATION
1. The candidates and evaluators should
be briefed together, following the
applicable portions of the outline in
FIRST-JUMP COURSE:
GENERAL SECTIONS C-5
the Candidate Evaluation section of
this course.
2. Candidates teach a set of basic
skydiving skills to each other in
15-minute sessions with course staff
observing and critiquing.
a. freefall body position and routine
parachute activation (15 minutes)
b. canopy (one 15-minute session
from either of the following)—
(1) descent from opening to
pattern entry, including
choosing an alternate landing
area
(2) flying the landing pattern
c. parachute emergency procedure
(one 15-minute session from either
of the following)—
(1) total and partial malfunctions
only
(2) good canopy with routine
problems and their solutions
d. PLF and obstacle landing
procedures
3. Schedule
a. The candidate is expected to
prepare the lesson and all training
aids prior to the training session.
b. Training sessions begin at the
training station when the
evaluator calls “time in,” and ends
when the evaluator calls “time,” 15
minutes later.
c. The lesson is to follow the
principles of presentation,
application, and evaluation within
the allotted 15 minutes.
4. Count successful sessions towards
the practical teaching evaluations
required to pass the USPA Coach
Rating Course and log them on the
USPA Coach Proficiency Card.

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Coach Rating Course | 23
C-6
BASIC AND GROUP
FREEFALL SKILLS
TRAINING
6. Basic and Group Freefall Skills Training
know their altitude by the count in C. CATEGORY D: FREEFALL TURNS
6-1: TRAINING AND seconds from exiting the aircraft.
1. The lesson on turning should
DEMONSTRATION b. “Arch” means to push the hips emphasize the importance of a neutral
forward slightly and smoothly and body position prior to initiating a turn.
A. USPA COACH’S FREEFALL to keep them there.
TRAINING DUTIES 2. A simple technique for changing
c. “Legs” means to pay attention to the heading, such as upper body turns only,
1. USPA Coaches are authorized to leg position and place both legs in will increase confidence and improve
supervise students in a static-line or the correct position,probably chances for success; after the student
instructor-assisted-deployment extending them slightly. has completed the A-license program,
program beginning with Category C. d. "Relax” means to take a breath and techniques for center-point turns can
a. Ground training for Categories C-E relax the muscles that aren’t needed be easily added.
must be conducted by an for the correct body position.
a. multiple 90-degree turns only on
appropriately rated instructor. 3. Heading control the first jump where turns are
b. A Coach may supervise IAD and a. Heading control may be passive attempted
static-line students in the aircraft (“altitude, arch, legs, relax”).
beginning with Category C. (1) reduces student stress and
b. The instructor should introduce workload
c. A Coach may be able to effectively
active heading control (turn (2) increases confidence in heading
observe a student making short
method), but the student must control prior to initiating bigger
freefalls (up to ten seconds) from
understand that a correct body turns, leading to greater success
the airplane.
position is necessary for effective
d. A Coach may jump with IAD and active heading control. (3) reduces the likelihood of
static-line students making longer uncontrolled spins
c. The student’s objective is hover
freefalls to observe and critique for b. 180- and 360-degree turns, once
retraining during the debrief. control using a coordinated and
trimmed body position to maintain 90-degree turns have been
2. The last three categories of the balance in freefall. mastered
Integrated Student Program prepare
4. Introduction to wave-off (ten-second c. In the event of lost heading control
the student to jump safely and
freefalls) (spin),the student should recover
effectively in groups.
lost control with“altitude, arch, legs,
a. group exits a. teaches the student the wave-off
relax,” before initiating opposite
signal early
b. group flying skills turn input.
b. helps protect instructors who may
c. breakoff procedures follow the student on future jumps d. If the turn is sluggish or seems to
go opposite the direction intended,
3. Students who complete Category H c. trains for safety on future group the student should, provided
should be ready for freefall jumps altitude allows—
a. the USPA A license checkout with a 5. Introduce the altimeter as a back-up to (1) return to neutral arch
USPA Instructor counting and looking at the ground.
b. independent skydiving at most drop (2) relax
6. At least two successful ten-second
zones freefalls are recommended before (3) extend legs
c. jumping at off-site DZs that meet advancing. (4) attempt the turn again
the A-license landing area criteria a. control within five seconds of exit
(non-demos) 3. Maneuvers should be finished by 5,000
b. reasonable heading control feet.
B. CATEGORY C: FIVE- AND TEN- 4. The coach may accompany the student
7. Recommended minimum deployment
SECOND DELAYS is 4,000 feet, particularly for students to observe heading control whenever
1. Three jumps minimum are making ten-second freefalls and practical.
recommended, including a qualifying reaching deployment altitude at near- a. A USPA Coach seeing a student in
IAD or static-line jump the same day as terminal velocity. danger of a low pull should
the first freefall.
8. Pull priorities immediately get clear and deploy
a. stable clear-and-pull not to exceed his or her own parachute by 3,500
a. Pull
five seconds feet.
b. Pull at the correct altitude
b. two ten-second freefalls b. Any student who is being
c. Pull while stable accompanied by a USPA Coach
2. Relaxed freefall position (“altitude, arch,
legs, relax”) 9. Review the Category C advancement should be told to deploy
criteria and the freefall dive flow immediately upon seeing the
a. “Altitude” means the student must
recommendations from the ISP. Coach’s parachute begin to open.
read the altimeter and understand
the altitude; or students on freefall 10. The Coach Examiner demonstrates a c. A USPA Coach may not assist with
in the IAD or static-line progression complete lesson on the relaxed freefall the deployment of a student in
performing short delays need to position to the course candidates. freefall.

24 | Coach Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
5. Review the importance of deployment license check dive (back loop within 60

C-6
at the correct altitude, regardless of degrees of the initial heading). BASIC AND GROUP
stability. FREEFALL SKILLS
7. Three jumps are recommended in
6. Introduce alternate altitude references, TRAINING
Category E for all students.
e.g., looking at the ground, cloud bases,
8. Hazards of aerobatics
mountaintops, etc.
a. erratic fall rate and altimeter (5) Roll shoulders forward and down
7. Increase exit altitude gradually as the to a cupped position
readings (chest mount, etc.)
jumper exhibits comfort with longer
freefalls. b. disorientation (altitude, arch, legs, (6) Sweep arms out 90 degrees to
relax) the torso
8. The student should begin this category
with a 15-second freefall. c. equipment considerations (7) Press hands down below the
hips
9. Four jumps are recommended. 9. The candidates review the Category E
freefall dive flow with the CE. e. Teaching method
10. Recommended minimum deployment
altitude is4,000 feet. 10. The Coach Examiner demonstrates a (1) The Coach first demonstrates
complete lesson on teaching barrel the tracking position to the
11. The candidates review the Category D student
freefall dive flows with the CE. rolls, front loops and back loops to the
course candidates. (2) The student then begins in a
12. The Coach Examiner demonstrates a neutral position (also called the
complete lesson on freefall turns to the E. CATEGORY F: TRACKING AND
boxed position).
course candidates. CLEAR AND PULLS
(3) Tracking is taught in two stages:
D. CATEGORY E: RECOVERY FROM 1. Tracking
(i) Stage 1: Initiate the track
INSTABILITY a. The goal of a tracking maneuver is from neutral by extending
1. The student should attempt a stable to gain as much horizontal both legs fully, flattening the
unpoised exit. separation from the center of a body to the floor and
formation of skydivers as possible, bringing the arms to the
2. Students begin this category directly while losing as little altitude as sides at a 90 degree
supervised by a USPA Coach or possible. position. (Goal is to move
Instructor until they can demonstrate
b. Priorities forward in a straight line
reliable recovery from instability. without diving).
a. Each student shows the ability (1) heading-directional control
should be the first priority, along (ii) Stage 2: Add POWER to the
twice to recover stability and track by slowly pushing the
altitude awareness within five with altitude awareness
hands, elbows, shoulders,
seconds following an intentional (2) pitch-working to flatten the and toes on the floor and
disorienting maneuver. track and conserve altitude is slightly de-arch. (Goal is to
b. The first maneuver attempted the next priority cup air and conserve the
should be a barrel roll, which has a (3) distance/speed-refining the most altitude during the
natural recovery mode from back- track for maximum distance and track)
to-earth fall. speed is the final priority (4) As the student practices the
c. Recovery within five seconds (twice) (4) directional control-legs should physical moves for tracking, the
is required to clear the student to extend and stay wide for coach reinforces the training
freefall self-supervision. steering and more stability with key words
3. Once any student has demonstrated (5) dipping a shoulder in the desired (i) First command is “Neutral,
stability recovery, he or she may self- direction is a common method track 1.” While watching for
supervise in freefall (requires the sign- used for heading control. the correct arm, leg and
off of a USPA Instructor). torso positions
(6) stopping the track-extending
4. Once signed off, the student should be (ii) Second command is “2.”
arms forward and down, and
supervised by a USPA instructional While watching for the
dropping knees slightly to slow
rating holder aboard the aircraft, who— student to press against the
the track before main canopy
floor with arms and legs and
a. is responsible and available for all deployment.
de-arch slightly.
training, spotting supervision, c. The student should continue to
equipment choice, exit order, group (iii) The student holds the
refine the tracking position on
separation on exit, and pre-jump pressing position for a
every jump, working towards a count of five, then the
equipment checks
narrower body position and Coach commands “Neutral”,
b. is encouraged to jump with and de-arched torso for maximum and ‘Relax.” Wait 10 seconds,
observe the student speed and minimum loss of altitude. then start the cycle again.
c. may make gripped exits d. Key teaching and observation points This is repeated 10 times,
5. Once a student has qualified for freefall with the first five performed
(1) Extend legs fully
self-supervision, that student’s previous with eyes open and the
(2) Knees remain the same width as second done with eyes
training discipline is recognized only
the neutral “box” position closed.
for the purpose of recurrency training
(see SIM Section 5 on recurrency (3) Flatten torso to a slight f. The Coach Examiner demonstrates
training). de-arched position a complete lesson on tracking to
the course candidates
6. Students may self-assess for the (4) De-arch lower back, roll pelvis
heading control required for the A into the thighs 2. Clear and pulls

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Coach Rating Course | 25
(1) Regardless of the positions of 3. Front float exit (for left side door exit) -

C-6
BASIC AND GROUP the coach and student or who is Key teaching and observation points
FREEFALL SKILLS giving the exit count, the coach a. Climb outside the plane to front
TRAINING must control the exit timing. portion of the door
(2) Students may balk in the door or b. Turn torso to present directly to
perform the count incorrectly, line of flight
Students learn to perform successful which can lead to a large
clear and pulls to simulate a low altitude separation if the coach lets go of c. Trail the outside leg
emergency exit or pre-planned low- the airplane but the student d. Launch is more dynamic and
altitude jumps does not. powerful
a. Use a familiar, stable exit technique (3) The Coach must always design e. Launch is up and away from
an exit that allows for control of fuselage
b. emphasize presentation into the
the exit timing.
relative wind and orientation of f. Neutral box is the flyaway position.
deployment to the relative wind (4) If the student is initiating the Apply A/C heading, box, relax, look
count, the coach should plan to for coach.
c. The first clear and pull is performed leave on the movement of the
from 5,500 feet, once proficient at student, not trusting that the 4. Diving exit (for left side door exit) - Key
5,500 feet the exit is repeated from student will leave at the end of teaching and observation points
3,500 feet the count. a. For a left side door, left foot forward
d. The coach demonstrates a clear and (5) if the coach is giving the count, to edge
pull to the student the coach should be prepared to b. Crouched down over foot with
e. The student practices the exit until remain on the airplane until the weight forward
smooth and confident student has committed to the
c. Right leg back and poised for
exit. balance
f. The Coach Examiner demonstrates
a complete lesson on clear and pulls e. Exit priorities d. Left elbow/arm dropped to left
to the course candidates (1) Aircraft heading. The student knee
F. CATEGORIES G AND H EXITS should hold the correct body e. Right elbow/arm raised up above
position for three to five head
1. Climb-out and set-up seconds after launch to establish
a. Purpose stability and orientation before f. Drop down over the left foot with a
beginning to maneuver. very lazy launch
(1) shortens the group climb-out
and set-up times so multiple (2) Neutral box body position g. Keep chest and hips presented
groups can exit on the same square to the relative wind
(3) Relax
pass h. Bring legs into the neutral box for
(4) Identify the coach. After the flyaway position. Apply A/C
(2) reduces potentially dangerous establishing a stable heading in
equipment contact with the heading, box, relax, look for coach.
the line of flight, the student It is just like a rear float exit except
door or other jumpers should then look for the coach, 90 degrees off heading
(3) Improves stability on exits which who should be in position beside (perpendicular to the relative wind.
increases working time on the student.
i. Exit is passive just dropping through
training jumps. f. Teaching method the door. (prevents student from
b. Phases for all exits (1) Finish training the exit before doing a 360 degree turn on the hill)
(1) “Set up” is climbing out to the moving on to the freefall skills 5. Cessna Exits
“ready” position. (2) Use whole-part-whole strategies a. If the drop zone primarily uses a
(2) “Launch” is the action to turn to teach the exit, breaking the Cessna 182 or 206 airplane, the
and present to the aircraft exit into the set-up, launch and student should be trained for each
heading. flyaway as the parts of the of the available exit positions
lesson
(3) “Flyaway” is the time right after b. Setup, launch, and flyaway
the launch, watching the aircraft 2. Rear float exit (for left side door exit) - considerations from side door
in a neutral body position. Key teaching and observation points aircraft also apply to a Cessna strut
a. Climb outside the plane to rear type exit
c. Key teaching points for all exits
portion of the door 6. The Coach Examiner demonstrates a
(1) “Balanced” is your balance in the
b. Turn torso to present directly to complete lesson on each exit.
door which will affect stability
line of flight G. CATEGORY G: FORWARD AND
(2) “Tightness” refers to closeness
to the coach in the door, which c. Trail the outside leg BACKWARD MOVEMENT WITH
will affect separation d. Crouch slightly without GRIP TAKING
(3) “Timing” is the precise timing of compromising balance (feeling 1. Neutral Position
“go” as a group, which affects heavy)
a. Success in all maneuvers needed for
separation e. Drop down on exit (lazy exit) group flying start with a strong
(4) “Presentation” is the action to f. Neutral box is the flyaway position. neutral body position. The neutral
place the body into the airflow, Apply A/C heading, box, relax, look position must be reinforced in order
which affects stability. for coach. to progress in Categories F, G, & H.
d. Exit count g. Cue words: “Ready, Set, Drop” b. Key teaching and observation points

26 | Coach Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
(1) Relaxed with limp hands movement when legs are

C-6
extended) BASIC AND GROUP
(2) Slight arch through torso
FREEFALL SKILLS
(6) explain that full extension may
(3) Lift head/chin as high as TRAINING
not be needed to perform a final
possible
approach
(4) Knees at shoulder width or
(7) place the student on a creeper (2) have the student hold the
slightly wider
for the following static training “backward” position for 10
(5) Feet slightly extended beyond
(8) say “neutral” or “box,” then seconds, then say “neutral” or
90-degrees
“forward,” look for observation “box,” then “relax” to rest for 10
(6) Elbows equal height with points and make corrections as seconds.
shoulders, in a straight line from necessary
(3) it is important that the student
elbow to elbow (9) have the student hold the start and stop each movement in
(7) 90-degree angles at shoulders “forward” position for 10 the neutral box position.
and elbows seconds, then say “neutral” or
“box” “relax” to rest for 10 (4) the student will do 10
c. Teaching method repetitions, five with eyes open
seconds
(1) Using a creeper or table, and five with eyes closed.
(10) it is important that the student
demonstrate the neutral “box” (5) avoid talking during the
start and stop each movement
position, then have the student repetitions, make hands on
in the neutral box position
switch places with you corrections during hold times,
(11) the student will do 10 and any verbal explanations
(2) Say “box” or “neutral,” look for repetitions, five with eyes open
observation points and make should be done during rest
and five with eyes closed. times.
corrections as necessary
(12) avoid talking during the (6) the full range of leg or arm
(3) Have the student hold the repetitions and make hands-on
position for 10 seconds, then motion may not be necessary for
corrections during hold times effective backwards motion.
rest for 10 seconds
(13) Use hand signals to reinforce d. The coach controls any fall rate
(4) The student will do 10 the command words, such as
repetitions, five with eyes open changes during the forward and
the “legs out” signal when you
and five with eyes closed backward motion skydives.
say “forward”
(5) Avoid talking during the 4. Docking/Grip Taking
(14) Perceptual training: holding the
repetitions. Make hands on student’s feet and moving them a. Grip taking priorities
corrections during hold times forward on a creeper will be (1) fly on level all the way to the
(6) Any verbal explanations should done during Start-Coast-Stop grips
be done during rest times training.
(2) fly in your slot
2. Forward movement (15) any verbal explanations should
be done during rest times (3) take the grips
a. Purpose: To gain the ability to
smoothly start and stop forward 3. Backward movement b. Key teaching and observation points
motion In order to build formations a. Backward movement is primarily (1) start by taking the grip, thumb
for group skydives. used to slow and stop forward under and fingers over the wrist
b. Key teaching and observation points movement (2) check elbows are back to neutral
(1) Start from the neutral box b. Key teaching and observation points (3) extend the feet slightly into the
position (1) with the student on a creeper, wind for positive pressure
(2) Only the lower legs move start from the neutral box (4) open hands or “palm” when
position
(3) The knees must remain at their inward pressure is felt.
original neutral box width (2) initiate backward movement in a
(5) this ensures that the a neutral
two-stage process
(4) Extend legs to full range of position is maintained during
motion locking the knees during (i) first, extend arms straight the dock, allowing the jumper to
practice out keeping hand at original fall straight down
box width
c. Teaching method c. Teaching method:
(ii) second, roll shoulders down
(1) demonstrate Forward movement cupping upper body (1) demonstrate taking grips by
walking forward several feet,
(2) the legs should be extended and (3) lower arms should be angled then while taking the grips on
retracted smoothly upward at about 45 degrees, your student say “ grips, elbows,
(3) during forward movement leg forearms are just above the feet, palms.”
extension, the knees remain the ground
(2) allow your student to feel the
same width as in the box (4) legs remain in neutral position forward pressure
position for stability.
(3) allow the student to practice this
(4) the wider the spread, the better c. Teaching method for five repetitions with no
the directional control specific hold times. Walking
(1) say “neutral” or “box,” then
(5) ensure independent movement “backward,” look for key forward demonstrates an
of the arms and the legs. (i.e. observation points and the two- average approach speed in
Arms remain neutral with no stage process. freefall.

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Coach Rating Course | 27
when student extents legs to identifying some reference point to

C-6
BASIC AND GROUP start position) gauge their success.
FREEFALL SKILLS
(5) Watch timing of moving from e. the more the student trusts the
TRAINING coast (neutral box) to stopping coach the more relaxed they will be.
position Pulsing is a sign that the student
(6) Explain that a well-timed coast needs to relax or “let go” more
(i) once the grips are taken, it allowing the coach to completely
is important to ensure a may not require a stop action
take his weight.
neutral position, falling c. Teaching method
straight down while docked. f. the student should do 10
(1) on a creeper have the student repetitions, five with eyes open and
(ii) depending on the speed of start in the box position, then five with eyes closed. Hold times
the approach and whether a say start (for forward), Coast (for should not exceed five seconds.
backwards motion or flare neutral box), then Stop (for
move was needed to stop backward action). 4. Upward movement - key teaching and
the forward motion, the observation points
(2) complete five repetitions with
student may be arriving on three second holds in each a. initiate from lower spine
grips in a position other position. b. crunch knees down and widen
than the box.
(3) allow 10 second rests between them out
(iii) use the Cue words “grips, repetitions. c. de-arch elbows down through the
elbows, feet, palms” to shoulders cupping the chest
ensure the student returns (4) on a creeper, roll the student to
to neutral after taking the a target (wall or other creeper). d. stretch arm forward similar to
As the student presses out with backward movement
grips.
his legs push him forward.
(4) for more realistic training, place e. the body should be lifted off of the
(5) Only respond to the student’s floor
the student a creeper with his
actions (If the student does not
feet against a firm surface (such f. feet remain neutral or very slightly
provide legs out input, he will
as a wall). extended
not move forward).
(5) move forward on a creeper and (6) Watch for all three phases of g. arms are slightly pushed forward
present wrist grips to the SCS. If a coach is the target on and pushing down
student. another creeper, watch for stop h. head remains up
(6) allow the student to take correct phase and grip taking actions
grips by applying the “grips, (grips, elbows, feet, palms). 5. Upward teaching method
elbows, feet, palms” principles. (7) practice until student displays a. the cup body position should be
(7) during the “feet” phase of the anticipation and smoothness. performed in two stages
exercise, have the student gently 6. The Coach Examiner demonstrates a (1) first with the student kneeling
push their feet against the wall. complete lesson on forward, backward, on the mat
(8) This effort will create positive grip taking and start-coast-stop. (2) second laying flat on the mat
pressure on the grips. (Note: the H. CATEGORY G: ADJUSTING FALL b. first, have the student flatten the
coach should be braced in a
position so the students RATE FOR DOWN AND UP spinal arch and initiate a reverse
MOVEMENT arch in the lower back, curving the
pressure does not move the
spine upward (like a mad cat).
coach) 1. Purpose - To gain the ability to get
level with the formation prior to c. De-arching the lower back can be
5. Start, Coast, Stop (SCS)
docking. Getting level first prevents best achieved by rotating the pelvis
a. All maneuvers in skydiving will have collisions from above and below with down into the hamstrings. (like
increased precision and other jumpers on approach. sucking your belly button to your
performance using the SCS method spine)
of training. Start is the initiation of a 2. Downward movement - key teaching
and observation points d. the shoulders and hips should be
movement, Coast is in the neutral equal in height. The head should
box position, Stop is the equal and a. push hips forward remain in the up position as this is
opposite movement of Start. For b. begin from neutral box upward movement during the final
example in this section SCS equals approach to docking (not low
Forward, Coast and Backward c. relax back into the arch
recovery position).
movements. d. apply breathing
e. the legs should remain in the
b. Key teaching and observation points 3. Downward teaching method neutral box position or only slightly
for Forward. extended.
a. have the student practice the spill
(1) explain each phase of SCS body position while kneeling f. the arms should also be slightly
(2) explain that the coast phase is b. the coach should brace the students extended to counter any forward
used as the assessment time lower back for support motion.
(3) perform static practice first to c. kneel behind or place a hand in the (1) the arm position during the
confirm correct body positions student’s lower back and have them horizontal practice is not
lean back against the support while completely realistic.
(4) provide correct physical
responses (force) to student relaxing into a full arch (2) the arms position should be
inputs during perceptual drills d. encourage the student to look refined during the vertical drill
on creeper (i.e., pushing forward backwards during the arch, to be wider and more forward.

28 | Coach Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
g. this drill should always start and (5) the drill should be done from

C-6
finish in the box body position. approximately 15 feet away BASIC AND GROUP
FREEFALL SKILLS
h. the student should do five (6) remind the student that this is a
repetitions in the vertical position TRAINING
very visual skydive
with 10 second holds and 10 second
rests. (7) the goal is to maintain a 15 foot
distance between the Coach and (3) the legs should lead the arms.
i. the five repetitions are repeated in the student during the freefall Hold the students feet and as he
the horizontal position, with five gives the leg input lift the legs.
second holds and 10 second rests. (8) The Coach Examiner
demonstrates a complete lesson (4) a wide body stance helps
j. cue words are “cup,” “spine” or on down and up movement with maintain stability and directional
“de-arch.” control.
SCS drills. Start with downward
6. Start, coast, stop (SCS) up and down - movement first. (5) remind the student if he is
key teaching and observation points having trouble moving in a
(9) If there is any unintentional
a. Train and practice only cup – box – forward or backward movement straight line, he needs to widen
spill for SCS during the up and down his knees and bring his arms
b. Objective is to stop on level with the movement it should be closer to 90 degrees in relation
formation or coach corrected. to his torso

c. Only hold the spill for half a second (i) If the student sees he is b. Start, coast, stop - stair-step
moving forward while going approach
d. Practice on raised creeper or table
and student must wait for signal to up, he can extend his arms (1) this is a series of starts and
start. (When Coach is in position to stop the forward motion coasts that is used to maintain
above student, he gives a thumbs up and check that legs are control while diving to the
to tell the student to start) neutral formation

e. Use hand signals to help develop (ii) If he sees he is moving (2) remember the coast is the
visual cues, such as the thumb backward while going down, assessment phase. The student
down signal presented as the he can extend his legs back will need to start into the delta,
student arches harder out to neutral to stop the then coast to assess both his
backward motion vertical and horizontal distance
7. Start, coast, stop teaching method to the formation, then start
a. review the SCS principles with the (iii) If the student does not again
student. correct the horizontal
(3) the student will do several starts
distance, the coach must
b. complete both the static and and coast until he is level with
make the correction and
perceptual drills in the same the formation approximately five
make note of it for the to 20 feet away in the final
training session
debrief after the jump approach zone
c. the static drill is performed on a
8. The Coach Examiner demonstrates a (4) the student will then use
bean bag or mat
complete lesson on down and up forward motion to close the
(1) have the student move from one movement with SCS drills. Start with distance and take grips.
position to the next (hold both downward movement first.
the cup and coast positions for c. Flaring for the stop
three seconds, and spill for half a I. CATEGORY H: SWOOPING (1) this is a combination of the full
second) 1. Purpose - To gain the ability to de-arch used to stop downward
(2) confirm each body position is smoothly dive down to a formation motion and full backward
correct during each of the using SCS and stopping on level with motion used to stop forward
phases the formation prior to moving forward motion
(3) complete five repetitions with 10 to dock. (2) to initiate the Flare, push arms
second rest times 2. Key teaching and observation points forward, while de-arching and
slightly dropping the knees
d. the perceptual drill is performed on a. legs fully extended
a table (3) the longer the coast phase, the
b. knees at box width less aggressive the stop will need
(1) the coach places his hands as far
c. head up to be
above his head as possible,
simulating being above the d. body arched (4) this also helps to ensure ending
student in freefall up on level with the formation at
e. arms swept back just past 90 the end of a swoop.
(2) the coach gives a thumbs up to degrees
signal the student to start (cup). d. The student will use his previously
f. hands above the hips spilling air learned skills to accomplish arriving
(3) as the student shows you the
3. Teaching method on level 5-20 feet from the
correct cupping position, begin
formation
bringing your hands down and a. Have the student lay on a creeper
end up on level with the student or mat. e. If during the coast phase of a swoop
by the time they show you the the student sees he is close, but
stop (1) start in the neutral box position high, he should be trained to use
(2) say Delta and watch for full leg downward motion to get level
(4) watch for all three SCS phases.
The stop (spill) should come extension first, maintaining the f. if the student sees he is level but far
exactly at your eye level arch, then arms sweeping back away, he should be trained to track

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Coach Rating Course | 29
(6) practice the break-off sequence B. EVALUATION

C-6
BASIC AND GROUP until smooth
FREEFALL SKILLS 1. The candidates and evaluators should
TRAINING b. Explain to the student that count of be briefed together, following the
eight never goes away, however as applicable portions of the outline in the
he becomes a more proficient Candidate Evaluation section of this
to close the distance while
tracker he will gain more speed and course.
conserving altitude
distance, and lose less altitude
2. Candidates will present lessons on all
4. Safety considerations during that same eight seconds
of the following:
a. the student should always keep the c. The count of eight will require a
a. Category F
formation and the approach path in break-off at least 1,500 feet above
sight during the swoop the planned deployment altitude (1) tracking

b. The student should keep an option d. Students must break off high (2) clear and pull
to turn off to one side of the enough to provide tracking practice b. Category G
formation to prevent an impending and to meet the advancement
(1) floater exit (front, center, and
collision criteria of 50 feet for Category G
rear)
and 100 feet for Category H
c. when jumping with larger groups, (2) forward and backward
swooping to a position to one side e. Recommended opening altitudes
movement
or the other can interfere with the are 3,500 feet for Category G and
3,000 feet for Category H (3) docking
approach of another jumper
4. Freeflying groups require higher break- (4) fall rate
5. The Coach Examiner demonstrates a
complete lesson on swooping off altitudes. (5) breakoff
a. Freeflying’s faster fall rates mean (6) tracking review
J. BREAK-OFF SEQUENCE
greater altitude loss during break-
1. Students must learn to initiate a break- c. Category H
off procedures.
off sequence that ensures a (1) diver exit
b. Jumpers in fast-fall positions must
deployment in clear airspace at the (2) swooping
dive steeply until clear of any
correct altitude
jumpers above before beginning an (3) tracking with awareness
2. Breakoff - key teaching and observation effective flat track with a slower
3. Category D freefall training may also be
points descent rate (i.e., similar to diving
used as an option for candidates who
a. The student turns 180 degrees from for a coin at the bottom of a pool.)
plan to jump with static-line or IAD
the center point of the formation c. The student should review the students on a regular basis and wish to
b. Track on heading break-off procedures for group use Category D as an evaluation jump.
freefall and freeflying outlined in The ground training is to serve only for
c. Flare (stop)
Section 6 of the Skydiver’s the purpose of the evaluation for the
d. One big, deliberate wave to signal Information Manual course. The USPA BSRs require that an
deployment instructor perform Ground training for
5. The Coach Examiner demonstrates a
e. Pull at the assigned altitude Category C-E students, even if a Coach
complete lesson on the break-off
will be supervising the student in the
3. Break-off teaching method sequence.
airplane and during the freefall.
a. One effective break-off method 6-2: PRACTICE AND 4. The lesson begins when the evaluator
uses the “count of eight” EVALUATION calls “time in” and ends when the
(1) the student begins to count to candidate declares the lesson
eight in one second intervals as A. PRACTICE complete.
the turn for tracking is initiated 1. Prior to evaluations, the course 5. Count successful sessions toward the
(2) the student counts two, three examiner and staff demonstrate how to practical teaching evaluations required
and four while tracking conduct the student training and jump to pass the USPA Coach Rating Course
activities for which the candidates are and log them on the USPA Coach
(3) the track is stopped with a
being rated. Proficiency Card.
flaring technique at the count of
five 2. Candidates may practice the skills, 6. Group freefall skills training evaluations
supervised by the course staff, keeping may be conducted separately or
(4) wave-off is initiated at six combined with the in-air observation
in mind that time for the course is
(5) the pull is initiated at seven, with limited and evaluations must soon and supervision evaluations at the end
deployment starting by eight begin. of the course.

30 | Coach Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
7. Equipment
EQUIPMENT
C-7
A. USPA COACH EQUIPMENT i. seating of reserve pin, handle in
C. PRACTICE
RESPONSIBILITIES pocket and movement of cable
j. main deployment system Candidates gear up and practice
1. By Category G, the student should be equipment checks on each other using
independently responsible for k. check personal equipment actual drop zone student gear.
equipment selection and gearing up (“SHAGG”)
safely.
Shoes—tied, no hooks
a. Students may require assistance. Helmet—fit and adjustment
Altimeter—set for zero
b. A USPA Coach should direct any Goggles—tight and clean
questions about a student’s Gloves—lightweight and proper size
equipment selection to the
supervising USPA Instructor. 6. Items to check prior to boarding
2. The USPA Coach should set an a. in the front
example by conducting an equipment (1) three-ring assembly (and
check for the student on each jump reserve static line)
and have the student check the
coach’s equipment, as well. (2) leg and chest straps for
assembly and correct routing,
3. Good equipment checks add safety to adjustment, and no twists
every jump.
(3) main, cutaway, and reserve
4. AADs and audible altimeters are handles
recommended for USPA instructional
rating holders when making training b. pin check back of system, top to
jumps with students. bottom
(1) AAD
B. EQUIPMENT CHECKS
(2) RSL
1. Conduct equipment checks in an
organized sequence for consistency (3) reserve ripcord cable
and to prevent errors. (4) seal
a. top to bottom, back to front or in (5) reserve pin
another logical order
(6) main pin and cable (ripcord)
b. hands on, eyes following hands
(7) bridle routing and collapsible
2. Verify that the student conducts an indicator, if applicable (hand
equipment check prior to suiting up. deploy)
3. Conduct a full check on the student (8) main deployment handle
prior to boarding.
c. check personal equipment again
4. Conduct a third check on the student (SHAGG)
prior to exit.
7. Items to check prior to exit
5. Items to check prior to gearing up
a. leg and chest straps
a. personal items available and
suitable for the jump b. AAD
b. size of harness, main, and reserve c. RSL
suitable for student’s size and d. reserve ripcord cable
experience
e. reserve pin
c. reserve in date and sealed
f. main pin and cable (ripcord)
d. correct assembly of three-ring
release g. bridle routing and collapsible
indicator, if applicable (hand
e. condition of harness webbing and deploy)
hardware
h. main deployment handle
f. condition of container, including
pin and riser covers and stiffeners i. helmet snapped and tight
g. condition and calibration of j. altimeter operating
automatic activation device, k. goggles on and tight
including scheduled service (FAR
105.43.c) l. gloves on (if worn)
h. routing and assembly of reserve
static line

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Coach Rating Course | 31
C-8 CONDUCTING A
COACHED JUMP
8. Conducting a Coached Jump
(2) The coach should wear a suit 4. Review the dive plan at 4,000 feet
8-1: COACH PROCEDURES appropriate for the student’s prior to exit.
fall rate.
A. PREPARATION 5. Conduct the pre-exit equipment
2. Determine that the student knows check.
1. Introduction
the weather forecast, wind
a. The coach takes the initiative to F. SPOTTING, EXIT, AND FREEFALL
conditions, and the current spot
find the student and introduce (Flight Planner). 1. Verify that the student knows the
himself or herself. correct spot before boarding.
C. JUMP PLANNING AND
b. Most students appreciate learning TRAINING 2. If necessary, remind the student to
a moderate amount of their observe the weight and balance limits
coach’s skydiving history as part of 1. The USPA Coach may conduct all the
of the aircraft during climb-out
the introduction. freefall training ahead for the entire
procedures.
category or only the skills to be
2. Consult with a USPA Instructor— accomplished on the next jump. 3. Make sure the student gets into a
a. to verify that the student is correct spotting position to view the
2. Design the exit.
prepared for the assigned freefall area below the aircraft; coach as
training and to jump 3. Train and practice the physical necessary.
movements needed on the exit and
(1) canopy training complete 4. Observe that the student begins the
freefall.
climb-out over the correct location
(2) emergency procedure review 4. Plan the breakoff. and according to the pre-planned
complete
a. The student chooses the breakoff time or distance between groups.
b. to determine what training is altitude necessary to meet the 5. The coach assists with the climb-out
appropriate for the next jump
tracking distance requirements. and exit.
c. If observing a Category C-E static-
b. The USPA Coach advises on the 6. Coaches can observe static-line and
line or IAD jump, verify an
feasibility of the planned breakoff IAD students performing Category C
instructor has completed the
altitude. five and 10-second delays while
ground training for the skydive.
5. Review the canopy flight plan. remaining in the door of the airplane.
3. Determine the student’s physical
readiness for the jump. 6. Dirt dive the entire jump sequence in 7. The coach leads and observes the
real time until smooth and exact. freefall portion of the skydive.
a. recent activities (SCUBA, partying,
exercise, etc.) D. VIDEO AND CAMERA 8. The coach observes the student
execute the planned breakoff without
b. health 1. Video has proven to be an effective a signal (unless necessary) and track.
(1) cold, sinus, etc. training and marketing aid, but the
supervising USPA Instructor must 9. Whenever possible, the coach
(2) medication qualify the videographer and observes the student’s canopy
(3) injuries supervise the briefing with the USPA descent and landing.

(4) nutrition and hydration


Coach. G. CANOPY DESCENT AND
2. Minimum experience qualifications: LANDING
4. Review the lesson and jump, and
identify the phases. a. 300 group freefall skydives 1. Observe the wave-off and
deployment; on Category H, the
a. preparation and training for the b. 50 jumps flying camera with student should look above while
skydive experienced jumpers waving off.
b. skydiving equipment 3. Brief the camera flyer: Refer to the 2. Observe the student’s pattern, final
c. in-flight and during the skydive Skydiver’s Information Manual, approach, and landing distance from
Section 6, for camera flyer the target.
d. after the jump recommendations, particularly those
pertaining to student jumps. a. Unassisted landings within 20
B. QUALIFICATION AND
meters of a planned target logged
PREPARATION 4. The USPA Coach should correct any during any category may be
1. Determine that the student has the camera flyer actions that cause counted toward program
correct equipment needed to make concern or report them to the requirements.
the jump. supervising USPA Instructor.
b. At least two cumulative landings
a. parachute E. MANIFEST, BOARD, AND JUMP within 20 meters are
b. shoes, helmet, altimeter, goggles, 1. Provide the correct information to recommended to complete
gloves (SHAGG) manifest, but involve the student in Category G, and a total of five are
manifesting for the load. required for the USPA A license.
c. jumpsuit suitable for the dive plan
2. Perform a complete pre-boarding H. POST JUMP
(1) The student should generally
equipment check on the student. 1. Verify that the student has landed
wear a tight suit, unless there
is an obvious need to slow the 3. Plan seating to allow the student to safely and returned to the operations
student’s fall rate. spot with the coach observing. center.

32 | Coach Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
a. All equipment accounted for and Think about any details the next USPA

C-8
put away. Coach or Instructor will need to review, CONDUCTING A
for example, the student’s climb-out.
b. The student knows the debrief COACHED JUMP
plan. Log anything unusual, such as a fast or
slow fall rate or special equipment
c. The debrief process contains the
requirements so the next coach isn’t
following steps: check. Anticipate pull altitude. Assisted
surprised. Notes on a slightly weak or
(1) Ask student to restate the goals remarkably good performance help the with pull. Nice job steering. Stood up!”
(2) Ask student to state things that next coach know how much to challenge
that student on the next jump. In the second sample log entry, not only
went well
can the student understand as well as the
(3) Ask student to state things that To count toward license requirements,
the log entry must include the following instructor what is written, but that entry
need improvement includes clear and specific instructions on
(according to the SIM): jump number, date,
(4) Ask student how to improve location, exit altitude, freefall length (time), how to correct the problem. (The sloppy
(5) Discuss new goals for next type of jump, landing distance from target, first altitude check got fixed on the second
jump equipment used, and verifying signature.
try—why mention it?)
Log entries for licenses need to be in
d. Review the video, if available. chronological order and written in an Also, the first sample entry tells the
e. Provide any necessary corrective “appropriate log.” Most commercially sold story of the instructor rescuing the
training. logbooks have marked spaces for all the
necessary information, although some bungling student at pull time; but in the
f. Conduct or overview the training don’t include a space for accuracy. second entry, the student performs well
for the next jump. enough to help the instructor with the
g. Record the jump. BE ACCURATE AND POSITIVE pull. Either way, the next instructor
(1) student’s logbook Even the best students leave some room knows who was supposed to deploy the
for improvement on the next jump, and parachute and who actually did. Doesn’t
(2) A-license application card the logbook needs to show where
entry number 2 go much easier on the
(3) DZ master log additional training is needed. To be
effective at coaching your student, keep student’s ego?
2. Once all freefall advancement criteria your observations and corrections
for that Category have been met, positive—both verbally and in your record WHO SHOULD LOG
recommend the student to the keeping.
supervising USPA Instructor for Generally, a USPA Coach or Instructor
advancement (Category quiz and Take the example of a student who makes each logbook entry for the student
sign-up for the next jump in the exited with a good arch but whose leg and immediately following the jump. However,
category or the A-license check dive). head position need improvement. The log
entry could read one of two ways: to meet the Basic Safety Requirements, at
8-2: LOGGING THE JUMP least a USPA Instructor must sign entries
“Arch OK, head down, legs on butt.” that clear the student to perform
(READING)
or— additional tasks.
Some Instructors can remember every “Great arch! Extend your legs and look Special briefings for night and water
student’s name and what happened on at the plane.”
every jump. Others get so busy, they can’t jumps should be signed by a USPA
even remember the details from two Both entries accurately describe the Instructor, S&TA, or IE.
training jumps back. Your student’s student’s performance to the next coach,
recollection of the events of the skydive, but which one makes the student happier? DZ MASTER LOG
especially during the first few jumps, is Which one gives the student clear
often patchy. One of your jobs as a rating corrections? Most students skydive to Some schools keep a master log of all
holder is to keep accurate records of your improve their self image in one way or student jumps in addition to or instead of
students’ progress. another. A positive log entry will help your individual logs for students. A master log
students attain that goal.
The methods vary from school to school, makes it easier to monitor the
but the goal is the same: Jump records Make your log entries clear and legible effectiveness of the overall program and
must provide the next coach or instructor so the student may benefit from them, too.
locate problem areas. A DZ master log of
with enough information to know where The best entries are written in small, easy-
to-read text with a minimum of student jumps makes it easy for a student
to begin the next lesson. All records should
abbreviations and buzz words. Use short, to reconstruct the information missing
be complete, accurate, legible, and
positive. but complete phrases written in plain from a lost logbook.
language. Consider the following two log
WHAT TO LOG entries: PERSONAL LOG
Your students will count on you to keep “CO OK., slow. Good ck- in-out and To renew your USPA instructional rating
the important events from getting mixed count. COA to main-side only. PRCPs each year, you will need to show log
up with those that are not so important. too fast, missed RC Good COA. #2. 5-5
entries of your student training activities.
Especially during a student’s early training, late, Inst. assist pull, CC good, s-up.”
you need to log completely and in detail. You may present renewal requirement to a
Log in sequence any significant and— USPA S&TA, IE, or Board member.
information about pre-jump equipment “Good climb-out; practice for speed.
handling, the ride to altitude, spotting, Good communication for launch. Make
Some skydivers enjoy logging more that
exit, in-air performance and awareness, practice pulls slow and exact. Great others. For a USPA instructional rating
opening, canopy ride, and landing. improvement on second altitude holder, it’s all part of the job.

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Coach Rating Course | 33
C-9
OBSERVATION AND
DEBRIEFING
STRATEGIES
9. Observation and Debriefing Strategies
b. Close, hands-on ground training is 2. Identify problems or weaknesses.
9-1: SKILL ANALYSIS often necessary, but can make it
a. Take note of any trends that
difficult to scan the entire body.
continue throughout the skydive.
A. INTRODUCTION AND PURPOSE c. In the air, the evaluator must
b. In general, the skydive should
1. A coach divides a skill into small, remain in place, which in some
improve overall from start to
manageable parts, and analyzes the cases will also limit the ability to
see the entire body. finish.
performance as a sum of the parts
(whole-part-whole). d. Use of outside video during c. Skydivers will often self-correct
freefall training jumps can help errors through repetition.
a. Recognize the most important
areas for improvement. capture the necessary angles for d. If errors are eliminated as the
use as an effective debrief skydive advances, there is no need
b. Communicate to the student
following the skydive. to focus on the error during the
effectively how to improve those
areas. e. Canopy control is best observed debrief.
from the target area using a video e. Try to choose two to three major
2. In this section, the course examiner camera to film the landing while in
explains how to apply motor skills points of improvement to review,
front of and to one side of the but no more than five.
observation strategies to skydiving candidate for the best view of the
actions and how to effectively debrief landing flare. 3. Correct the skill that needs to be
with a student. addressed using a positive manner.
3. Scanning strategy.
3. If available, the class should observe a. The whole-part-whole method of
videos of student jumps in Categories 4. Number of observations. evaluation allows the evaluator to
D, E, G and H to apply what they have E. POSITION PLANNING point out as many correct aspects
learned in this section. of the performance as possible.
1. Establish the most valuable position
B. BASIC BIOMECHANICS for the planned observation for each b. The exact cause of the deficiency
stage of the ground training or the can then be examined and
1. The center of the body (trunk) takes
skydive. corrected, rather than focusing on
priority.
elements which are performed
2. Movement of the torso is the most 2. Position will change based on the correctly already.
effective against the air. type of training jump and the altitude.
4. Practice again, training with the
3. The extremities follow in importance 3. Videographers must be briefed to
correct actions to strengthen the
and effectiveness. understand the required positioning
diffident skill.
and break-off procedures.
4. Example: tracking (Category F freefall H. CATEGORY G AND H AIR SKILLS
outline) F. DECIDE ON THE NUMBER OF
REPETITIONS OR THE 1. Climb-out and exit
C. PRE-OBSERVATION PLAN EXPECTED MANEUVER TO a. Verify that the student places
1. Identify the purpose of the skill. OBSERVE hands, feet, and torso into the exit
2. Break the skill into phases: initiation, pre-position as practiced; coach
1. May be difficult to predict for
intermediate steps, completion—for as necessary during climb-out.
skydiving maneuvers
example, in teaching swooping with b. Look for conscious breathing
start-coast-stop or dive-neutral-stop. 2. Exit altitude and type of maneuver
before exit to relax; coach as
will largely determine the number of
3. Identify the key elements of each repetitions that can realistically be necessary while in the set-up
phase: physical movement, associated expected. position.
activities (altitude checks, breathing, c. Observe the student’s hips to
3. Different views may be required
etc.) know when to exit, regardless of
during various stages of the freefall
4. The characteristics of each phase for air skills evaluations, depending his or her count.
must be fully understood in order to on the maneuver. d. Look for the correct presentation
provide an accurate evaluation. to the relative wind.
G. WHEN OBSERVING OR HOW TO
5. The evaluator must establish a plan APPLY (1) hips first, then observe leg and
based on the specific type of motion arm control
being evaluated. 1. Use whole-part-whole strategy.
(2) student facing into the relative
a. Review the entire performance.
D. OBSERVATION PLAN wind until establishing control
b. Break the performance down to (usually two to three seconds)
1. Key elements to observe.
phases of all the specific parts
(3) legs neutral during flyaway
2. Choose a scanning strategy such as exit, freefall, practiced
maneuvers, break-off procedure, (4) conscious breathing after exit
a. Ground sessions can be more
deployment and canopy descent. to aid relaxation; coach as
effectively viewed from a slight
distance to allow for scanning all necessary (AFF “relax” signal)
c. Make a note of any areas that need
parts of the body. improvement. 2. Forward motion to dock

34 | Coach Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
a. The student should initiate I. REVIEW OF CATEGORY G AND H

C-9
forward motion and maintain OBSERVATION AND
VIDEOS OF STUDENT JUMPS (IF DEBRIEFING
heading control using legs.
AVAILABLE) STRATEGIES
b. Docks should be positive; 1. Course staff demonstrates skill-
instructor controls separation and analysis using video-taped basic drill
docking force. skydives (optional). (1) Ask the student what needs
c. Once docked, the student should 2. Candidates practice skill-analysis improvement
reduce tension by extending both using video-taped skydives (optional). (2) This lets you know if the
legs and lifting both elbows to
J. DEBRIEFING STRATEGY student is aware of his errors
increase the arch across the chest.
1. Debriefing (3) If the student overlooks a part
3. Fall-rate control
of the skydive that should have
a. For fast fall, look for a. The debrief is where Coach
been recalled, play through the
facilitates the learning process by
(1) a rounded belly encouraging the student to video again and ask him how he
recognize their achievements and felt about performing the skill
(2) all extremities relaxed (legs and to see if it jogs his memory
arms may be slightly extended) what they did correctly as well as
help them realize what is needed (4) If it does not, this is the
b. For slow fall, look for a change in to move forward in their skill Coach’s opportunity to restate
the student’s body position in two development
the goals of the jump and
places only.
b. The student must become more provide guidance on how to
(1) sternum (shoulders) cupped aware of their strengths and improve
weaknesses and take responsibility
(2) legs slightly extended g. How to improve
for their training
4. Swooping c. The debrief process contains the (1) Ask this question to the
a. Look for the student to use the following steps: student
slow-fall position on the wind (1) Ask the student to restate the (2) The student should have a
immediately upon exit to arrest goals good idea of what he needs to
the aircraft’s forward throw. work on
(2) Ask the student to state things
b. Look for level recognition and fall that went well (3) If the student cannot see the
rate control during the swoop, answer, this is the opportunity
(3) Ask the student to state things
evidenced by a smooth approach. for the Coach to review the
that need improvement
c. Evaluate fall rate for arrival at a correct techniques and assist
(4) Ask the student how to
point 10-20 feet out and level. improve him to see what is needed
d. Evaluate swoop and final approach (5) Discuss and set new goals for (4) Patience and good listening
for start-and-stop principles. the next jump skills of the Coach will help the
e. Watch for final approach and student take charge of his
d. Restate the goals
docking techniques to be learning and become further
performed as practiced on (1) The student will most likely committed to his goals
focus on the negative parts of
previous jumps. h. Make new goals
the jump
5. Breakoff and tracking (1) Ask the student what he would
(2) Restating the goals helps them
a. Evaluate for completion of the open up their minds to the rest like to do on the next jump
turn on heading before beginning of the tasks whether it be the (2) If the goals and expectations of
the delta. exit, break-off or canopy
each jump are clear, the
control tasks
b. Look for legs straight and knees student should be quite
locked with the student on e. Things that went well realistic about his performance
heading (maintained within ten (1) Ask the student what went well (3) If the environment has been set
degrees) before smoothly on the jump, what he did well that “mistakes are OK” the
sweeping both arms back.
(2) The student will naturally want student should have a realistic
c. Observe the student’s torso for a to focus on the negative; by assessment of what he needs
flat or concave belly, indicating a having him state what he did to do on the next jump, even if
flat track. well on the jump, it starts the it means repeating the same
debrief on a positive note jump
d. Observe the position of the
student’s arms, which should be (3) This process will need to be (4) The Coach’s role during the
on plane with or slightly below the repeated on several jumps
debrief should be one of a
hips. before the student typically
starts to enter the debrief on a facilitator
e. Look for shoulder extension positive note stating what they (5) Asking questions and directing
(difficult to observe). liked about their performance the student to the right
f. Remain in place to gauge the then noting what they need to information through self-
distance flown in the track before improve on realization will be of greater
deployment. f. Things that need improvement benefit to the student

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Coach Rating Course | 35
C-9
OBSERVATION AND
DEBRIEFING
STRATEGIES

9-3: PRACTICE AND


EVALUATION
A. PRACTICE
Course staff demonstrates correct
debriefing technique during a mock
debrief of a contrived student
performance.
B. EVALUATION (CONTRIVED
PERFORMANCE)
1. Each candidate conducts a successful
debrief session of a contrived student
performance.
2. Count successful sessions toward the
practical teaching evaluations
required to pass the USPA Coach
Rating Course and log them on the
USPA Coach Proficiency Card.
C. EVALUATION (ACTUAL
PERFORMANCE)
1. Schedule (either)
a. The evaluator presents the
candidate with a student
performance scenario, which the
candidate uses to prepare and
conduct a debrief; limit 15
minutes.
b. The candidate uses the evaluator’s
performance on an in-air
observation and supervision
evaluation dive to prepare and
conduct a debrief; limit 15
minutes.
2. Count successful sessions toward the
practical teaching evaluations
required to pass the USPA Coach
Rating Course and log them on the
USPA Coach Proficiency Card.

36 | Coach Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
10. Problem Solving
PROBLEM SOLVING
C-10
A. SPOTTING remain in place to observe
tracking.
1. If during ground preparations, the
student chooses a spot downwind of c. If the student fails to turn and
the target— track after the wave-off, the coach
should turn and track for
a. The student may have confused sufficient separation and deploy
the winds aloft report or the wind by 3,500 feet.
sock as indicating where the wind
is blowing to, instead of blowing d. Under no circumstances should a
from. USPA Coach assist with a student’s
deployment.
b. Use practical evidence to help the
student to understand the process C. DEBRIEF
more easily, for example, stand
1. If the student has a negative attitude
outside and feel the wind, then
in the debrief, stop them and
look at the windsock.
continue to ask the student to report
2. If the student appears inattentive on at least one positive aspect of his or
jump run— her performance and build on the
a. Explain that it’s more effective to success. Every time the student
find a problem early on jump run begins to talk about something
than very close to climb-out. negative say “STOP! We are only
discussing things that went well.” It
b. Remind the student to look for takes some students several jumps to
other aircraft during jump run. initiate a debrief with positive
3. If the student begins to climb out too statements on their own. Keep
early, be prepared to prevent the forcing the positive first!
student from an early climb-out, and 2. If the student needs improvement in
point out straight down, if sufficient a great number of points of the
time remains. skydive: As long as safety is not an
4. If the student has missed the climb- issue, focus on only the most
out point, be prepared to prompt the important points to improve and limit
student to climb out at a no-later- the debrief retraining to those two or
than point on the ground to allow the three points.
student to learn from a minor 3. Use skill analysis and the goals of the
spotting error. jump to list as many positive points of
the jump as possible. Use the positive
B. ALTITUDE MONITORING points to show the jump was a
1. Responsibilities success even though points of
improvement exist. For example,
a. The coach is responsible for
“Your climb-out, set up, balance, and
gaining sufficient separation for a
timing of the count were all excellent!
safe deployment.
On the flyaway you need to present
b. The student must pull at the to the relative wind in a neutral body
planned altitude, regardless of the position to improve stability.” This
Coach’s actions. example points out four positive
2. The student should look at an points of the exit and two points of
altimeter— improvement. The more detailed the
analysis of the jump, the easier it is to
a. every four to five seconds show the success.
b. after every maneuver 4. If a student has multiple or very
c. whenever having difficulty with a serious safety issues on one jump,
maneuver request the intervention of a USPA
Instructor.
3. The student initiates breakoff at the
planned altitude.
a. Teach the student that if the
coach waves his or her arms, it
means to break off and track to
deployment altitude; if the coach
deploys, it means that the student
should also deploy.
b. If the student fails to break off at
the planned altitude, wave off, but

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Coach Rating Course | 37
C-11 CANDIDATE
EVALUATION
11. Candidate Evaluation
C. AREAS TO BE EVALUATED momentary loss of stability
A. INTRODUCTION (three seconds or less)
1. This section of the course is to be GROUND TRAINING (3) focusing on the coach too
presented to the candidates with all early, resulting in momentary
evaluators for that course present. 1. Required training sessions for loss of stability (three seconds
evaluation of instructional ability in or less)
a. serves as the evaluator’s briefing the general sections of the first-jump
course (course examiner choice of (4) legs retracted
b. reassures the candidates that they
two) are explained in the Practical (5) for swooping exit, inattention
are fully informed of all evaluation Exercises at the end of First-Jump to slow fall presentation to the
criteria and instructions Course: General Sections (Section 5). relative wind
c. provides a dialog and rapport 2. Required training sessions for b. docking
between candidates and evaluation of instructional ability for
group freefall skills are explained at (1) poor or reverse arch across the
evaluators before testing begins
the end of Group Freefall Skills chest (elbows down)
2. The Coach Rating Course includes Training and Evaluation (Section 6). (2) legs retracted
four practical evaluation sections.
3. Required debriefing evaluation is c. fall rate control
a. general portions of the first-jump explained at the end of Observation
(1) fast fall—-retracting legs or
course and Debriefing Strategies (Section 9). arms; knees down; extending
b. group freefall skills legs while retracting arms
IN-AIR OBSERVATION AND SUPERVISION
c. candidate in-air observation and (2) slow fall—overextension of
supervision 1. In this section, the coach rating arms or legs; head back and
candidate demonstrates the ability to looking up; bent forward at the
d. debriefing observe, evaluate, and correct the waist (rather than sternum)
evaluator, acting as a student, for d. freefall turns
e. b., c., and d. may be conducted
common problems while performing
separately or combined simulated group freefall skills training (1) buffeting while turning
3. The course also includes a written jumps. (2) overshooting or undershooting
exam. 2. The evaluator commits some or all of the intended heading
a. open-book format the following errors, which the (3) spinning
candidate should correct
b. must be taken before the course immediately: e. breakoff: ignoring the breakoff
begins altitude and/or the coach’s wave-
a. spotting: off
c. 80% correct score required (1) (before boarding) planning an f. tracking
d. If the test must be administered opening point downwind of the
drop zone (from “misreading” (1) initiating forward movement
during the course, a score of 100% with the arms without
the winds-aloft report or wind
is required. extending both legs (may
sock)
additionally result in poor
B. GENERAL (2) attempting to observe jump heading control and distance)
1. To ensure standardized procedures, run with his or her head inside
the aircraft (2) arch in torso (may additionally
each evaluation should be conducted result in insufficient distance)
in generally the same manner and to (3) inattention to the plane’s
progress on jump run (3) arms above the hips (may
the same standards of performance. additionally result in
2. Training evaluation teams (4) attempted early or late climb- insufficient distance)
out
a. For first-jump course and group (4) attempting to initiate forward
b. Climb-out: The evaluator attempts movement before establishing
freefall skills training evaluations, to climb into a position other than the correct heading (resulting
the course examiner divides the the one practiced, and the in heading more than ten
candidates into teams of two, candidate corrects (with evaluator degrees off planned heading or
supervised by an evaluator. cooperation). erratic heading control)
b. The teams should stay together 3. The evaluator commits some or all of (5) If the evaluator breaks off, he
during the practical evaluations the following errors, which the or she tracks (with or without
and alternate acting as student candidate should observe, recognize, errors) and does or does not
and coach. and correct later during the debrief. pull at the specified altitude.
a. exit and freefall g. canopy skills
3. For the in-air observation and
supervision evaluation(s) only, (1) premature or late exit (1) S-turns on final approach
evaluators will portray students (2) incorrect presentation to (2) incorrect or indiscernible
participating in a training jump. relative wind, resulting in landing pattern

38 | Coach Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
(3) landing well more than 20 F. IN-AIR OBSERVATION AND

C-11
meters of the planned target SUPERVISION EVALUATION CANDIDATE
D. GROUND RULES JUMP PROCEDURES EVALUATION

1. Prior to each evaluation session, the 1. At the 20-minute call, the person
evaluator will conduct a briefing with acting as student and candidate arrive
the candidate for all subjects of the fully rigged and ready to jump, 5. Observation and assistance with the
evaluation process, to include— although the evaluator may present student’s aircraft spotting will be
common errors for the candidates to included in the practical (in-aircraft)
a. a brief review of the evaluation discover during the pre-boarding evaluation of freefall evaluation
procedures equipment check. jumps.
b. comprehensive and detailed 2. Evaluator’s equipment 6. During the evaluation, the candidate
explanation of the scoring criteria a. Evaluators will wear standard may be presented with a loss-of-
student accessory equipment, altitude awareness scenario, which
c. the level of performance expected
including clear goggles or visor, may require the candidate to wave
d. specific safety and scoring the student off and get clear and
shoes, and hard helmet.
reminders deploy by 3,500 feet. In this case, the
b. All rigging problems must be student (evaluator) remains in freefall
e. for air skills evaluations, the determined during the pre- until the candidate deploys, in order
equipment to be used on the boarding equipment check. to determine the deployment altitude
actual jump with that evaluator, of the candidate. If the candidate fails
c. Under no circumstances will an
including instructions to ignore to deploy at 3,500 feet, the student
evaluator attempt to board an
specific equipment preferences of (evaluator) must deploy immediately,
aircraft with mis-rigged
the evaluator not ordinarily found provided there is sufficient horizontal
equipment or exit an aircraft with
on students (hook knife, etc.) separation.
contrived equipment problems.
f. an opportunity for the candidates 7. The in-air observation and supervision
d. The evaluator may present non-
to ask questions about the skydive evaluation begins at the 20-minute call
safety equipment problems to be
and the evaluation procedure for the load; continues through pre-
caught during the pre-exit check
boarding, climb-out, the jump, canopy
2. Each candidate is expected to follow aboard the aircraft.
descent, and the return of the jumpers
the ISP outline for the jump to be 3. Scenarios will be drawn from an to the packing area, and ends either—
trained and include all the points ordinary skydiving school a. at that point
listed on the Coach Ground environment, considering that the
Evaluation Checklist. freefall skills student is expected to b. when combined with a debriefing
be responsible for the following (but evaluation, when the candidate
3. The candidate works with a partner, may need to be reminded or assisted completes the debrief of the
preferably a candidate in the course, by the USPA Coach): evaluator acting as the student
to be trained while the evaluator
a. equipment selection and 8. At the end of each evaluation session,
takes notes. the evaluator will debrief the
inspection prior to rigging up
4. The evaluator may call a “time out” candidate on the performance.
b. aircraft procedures, including seat
during any part of the ground or air a. reinforcement of areas where the
belt use, seating priorities, and
evaluation, but the candidates may candidate was successful
observing balance procedures on
not, except for safety reasons. jump run b. where possible, provide instruction,
a. The evaluator should call time- c. spotting, with the USPA Coach as including demonstration and
outs only when necessary. an informed observer practice, to correct deficiencies
b. The evaluator will allow time for d. independent exit and freefall c. assignment and necessary
the candidate to regroup following stability (evaluator should explanation of the scoring for that
a time-out. demonstrate reasonable control) evaluation

E. DIVE FLOWS e. deployment G. COACH EVALUATION SCORING


1. Evaluation jump 1: Use the dive flow f. canopy control
GROUND TRAINING
for Category G, Dive Plan 1 or 2 in the g. post-jump equipment
Integrated Student Program. management 1. Each candidate must obtain a score
of Satisfactory in at least the
2. Evaluation jump 2: Use the dive flow 4. Evaluators should make the following ground training sessions.
for Category H in the Integrated evaluation scenarios both challenging
Student Program. and a learning experience for the a. two sessions from the first-jump
candidates. course topics
3. Evaluation jump 2 option: Use the
a. Evaluator challenges will provide b. all topics from group freefall skills
dive flow for Category D-IAD and
opportunities for the candidates training
static-line 90-degree turns
to observe problems in freefall for c. debriefing
a. Conduct the jump from full subsequent review and correction.
altitude. 2. Ground training sessions are
b. The evaluator may not correct or evaluated according to the correct
b. Available as an optional evaluation assist the candidates during the application of the Basic Instructional
jump for coach candidates who evaluations with the exception of Methods section of this course and
plan to work with students in IAD discrepancies that might shown on the USPA Coach Ground
or static line training programs. compromise safety on that jump. Training Evaluation Form.

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Coach Rating Course | 39
the course staff will use a contrived horizontally for more than 10

C-11 CANDIDATE student scenario to test the candidate seconds on Category D or G


evaluations, more than 100 feet
EVALUATION 6. Mandatory scores of unsatisfactory
vertical or horizontal for Category
a. Failure to safely supervise a H swoop and dock evaluations.)
student during any part of the
d. breakoff
a. preparation of the lesson ground training, boarding of the
aircraft, ride to altitude or return (1) An automatic unsatisfactory is
(1) breaking the lesson into from the landing area scored for failure to recognize
manageable, related parts breakoff altitude and signal the
b. Failure to check the simulated
(2) recombining the parts into a evaluator by waving off within
student’s equipment before boarding
meaningful practice flow 500 feet below the planned
or before exiting the aircraft
altitude.
b. clear and accurate explanation c. Missed major rigging errors,
(2) The candidate’s wave-off in
c. accurate demonstration including but not limited to—
response must be
d. sufficient supervision for correct (1) missing altimeter or goggles accomplished within 500 feet
practice (2) misrouted three-ring release of the planned break-off
system or improperly routed altitude, and the candidate
e. accurate evaluation of the must be clear by at least 200
student’s mastery of the lesson RSL (depending on the severity)
feet horizontally and deploy by
3. Mandatory scores of unsatisfactory (3) improperly routed or threaded 3,500 feet if the evaluator fails
chest strap or leg straps to track.
a. failure to perform training using
the preparation, presentation, (4) unsuitable parachute assembly e. failure to respond to evaluator
application, evaluation method (5) altimeter not zeroed inaction at breakoff and to get
clear and deploy by 3,500 feet
b. insufficient repetition during
practice IN-AIR OBSERVATION AND SUPERVISION f. collision with the evaluator
c. insufficient correction and 1. Each candidate must earn a score of g. other
positive feedback for the student Satisfactory on two air-skills
Note: “Other” is not meant as an open or
to acquire the skills evaluation jumps.
broad interpretation of the reasons for a
2. The candidate must observe at least score of Unsatisfactory; rather, it is
STUDENT SUPERVISION half of the problems presented by the reserved for unforeseeable situations that
evaluator in each of the following in the judgment of the evaluator and the
1. Each candidate is responsible for the
portions of the skydive: course examiner would compromise the
supervision of their student safety of an evaluator or a real group
a. pre-boarding equipment check
a. In the classroom while working freefall skills student.
around training aids b. aircraft supervision and spotting 5. Group freefall debriefing skills
b. Near landing areas, taxiways, c. pre-exit equipment check a. The candidate must score a
runways and other potentially d. exit and climb-out Satisfactory on at least one
hazardous areas of an airport debriefing session.
e. group freefall skills
c. Selecting appropriate equipment b. The candidate is evaluated in the
for the skydive f. breakoff following skill categories:
d. Ensuring the student’s equipment g. tracking (1) restatement of the goals of the
is in good working order and h. canopy descent and landing jump
properly fitted
3. Unsafe performance (2) reinforcement of properly
e. While approaching and boarding executed skills
aircraft a. The evaluator must advise the
course examiner of any (3) recognition of the evaluator’s
f. During the climb to altitude, performance which, in the errors
climb-out, exit and freefall evaluator’s opinion, creates a (4) correction according to the
g. After landing until the student is safety hazard during an evaluation observation strategies outlined
back in the hangar with equipment jump. in this course
removed b. The course examiner may (5) retraining according to the
2. Scoring of supervision will not count recommend additional training for correct order of the lesson
towards the freefall portion of the the candidate or that the (preparation, presentation,
evaluation candidate not continue with the application, evaluation)
in-air practical evaluation of the
3. Each candidate must earn satisfactory course at this time. (6) verbal skills: use of positive
scores in student supervision for each coaching statements
evaluation jump 4. Mandatory scores of unsatisfactory
a. bad spot where the simulated H. RETESTING
4. For any score of unsatisfactory, the
candidate must demonstrate student would not be able to 1. Candidates must succeed within the
proficiency in the missed area on the return to a safe landing area following evaluation limits:
next evaluation jump b. jump in violation of FAA cloud a. four ground training sessions in
clearance minimums Category A
5. If the candidate has completed the air
evaluations but still needs to correct c. Out of position in freefall. (More b. four ground training sessions in
a deficiency in student supervision, than 20 feet vertically or group freefall skills

40 | Coach Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
c. four in-air observation and

C-11
supervision evaluation jumps CANDIDATE
d. four debriefing evaluations EVALUATION
2. A candidate who earns a mandatory
score of Unsatisfactory during the
equipment check prior to boarding
may continue scoring on that jump
and be retested on a subsequent
equipment check.
3. A candidate who fails to obtain all the
required scores of Satisfactory will be
required to wait fourteen (14) days or
a detailed plan is discussed by the IE
and the candidate which is executed
within the time frame decided upon
by both parties before attending or
retesting at another USPA Coach
Rating Course. The disqualified
candidate may act as a stand-in
student for ground evaluations as
approved by the attending IE.
4. Evaluations of debriefing sessions
may be contrived for candidates who
have completed both in-air
observation and supervision
evaluations successfully but have not
performed a satisfactory debriefing.
5. Written exam retesting
a. Each candidate will be provided a
second opportunity to pass the
test during the course.
b. Failure to answer 100% of the
questions correctly on the second
attempt will require the candidate
to study, retake the classroom
portion of a future USPA Coach
Rating Course, and pass the
written exam at that course.
6. Retesting fees: All retesting and
re-evaluation fees are at the
discretion of the course examiner.
7. All portional retesting must be
accomplished within 12 months of the
failed course, or the candidate must
retake the complete course.

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Coach Rating Course | 41
COACH RATING COURSE
GROUND EVALUATION CHECKLIST
1. Introduction (5-10 minutes) b. training aid use
a. coach FF aircraft mock-up
FF name FF vertical trainer
FF background FF horizontal trainer (body position and
techniques must be correct at all times)
b. student
FF real time use (e.g., clock altimeter)
FF motivations
FF physical condition: medical, vision, 3. Meeting Student (20-Minute Call)
hearing, age, weight, dental, scuba, FF equipment (coordinate with
injuries, blood donations, prescription supervising USPA Instructor)
and non-prescription drugs, alcohol
FF pre-jump equipment check (student
FF appropriate clothing (pockets, and instructors)
jewelry)
FF pre-boarding supervision
FF non-jump background
FF full-dress rehearsal at mock-up or
FF logbook aircraft
FF video (previous, this jump?) FF boarding
FF student’s subjective evaluation FF pre-boarding equipment check
FF procedure to prepare for jump (time
frame, etc.) 4. Climb to Altitude
c. skydive FF helmet and seat belt

FF tie-in to previous experience FF view of airport from aircraft

FF introduce objectives (emphasis on FF deployment and breakoff altitudes


breakoff and pull altitude) reviewed (at correct altitudes)

FF brief description (concept, flow) FF student verbal rehearsal with coach

FF demonstration and video, if available FF student mental rehearsal


FF pre-exit gear check
2. New Training (15 minutes)
FF spotting
a. instructional strategy
FF supervision during pre-exit and
FF lesson and training environment climb-out
prepared
FF explanations and demonstrations 5. Opening to Landing
correct FF observe canopy control (if possible)
FF effective mix of explanation and FF set good example
demonstration with trial and practice
FF on-the-spot correction, using hand 6. Debriefing (10-15 minutes)
signals when possible FF use of appropriate area (aircraft,
FF performance objectives explained mock up, etc.)
thoroughly and properly FF walk and talk
FF each objective explained and FF student’s view first
demonstrated individually, with
student trial and practice for each FF student’s perceptions correct

FF skills mastered individually, then FF coach’s perceptions thorough and


combined accurate

FF effective mix of vertical and FF proper review of video, if used


horizontal training FF emphasis on positive
FF real-time dirt dives without coaching FF advancement/non-advancement
decision
FF realism
FF corrective training
FF introduction of objectives for next
level (if advanced) and flow of dive
FF paperwork, log entry

42 | Coach Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
USPA COACH RATING COURSE (GROUND)
SCORING AND CRITERIA EXAMPLES
Teaching Environment Quiet setting, lights, temperature, etc.

Knowledge of Topic Confidence and correct explanation


Jump
Preparation
Lesson Plan Follows design format

Use of time Allotted Time management skills

Whole-Part-Whole Method of training

Explanation Clear Explanation Ensures understanding by target audience


And
Demonstration
(Presentation) Correct Demonstration Accurate, precise, close to perfect

Short, Simple, Specific KISSS principle of explaining

Skill Phases Taught in a Logical Order Self explanatory

Training Aid Use Proper training aids to support effectively used

Attention to Detail of Students


Present and attentive
Practice

Positive Delivery of Needed


Student Trial Specific and immediate
Corrections
And Practice
(Application) Focused: Correct Hold/Rest Times Changes pace and helps retention

Later Correction Techniques


Specific and immediate
Emphasis on Physical

Uninterrupted Practice Correct and close to perfect as possible (no corrections at this time should be necessary)

Sufficient Repetition Near perfect performance by the student (feedback)

Goals Reviewed and Compared to


By the student and candidate
Performance

Review
Appropriate Use of Questions Self explanatory
(Evaluation)

Positive Manner and Content Self explanatory 

Provides Positive Motivation for


General Upbeat, relaxed, non-threatening
Learning
Instructor
Ability Correct Information Stayed on topic

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Coach Rating Course | 43
USPA COACH RATING COURSE (IN-AIR)
SCORING AND CRITERIA EXAMPLES
Students Flight Plan If it applies can be uspa format or dz format. minimum of a specific and accurate pattern
Jump Preparation
Correct Equipment .
Select for proper fit, wing load, etc.
(Simulated)

Pre-flight (observed), before boarding, before exiting. the evaluator cannot enter an aircraft
Equipment Checks Three Required  
mis-rigged

Guidance for Boarding and Loading sequence according to dz, protecting handles, helmet on, under supervision, direct
Supervision Climb seat belts, etc.

Mental and Verbal Review Verbal after altimeter cross check and mental for visualization
Climb To Altitude
Spotting Observation At least look over shoulder and ensure location, cloud clearance, traffic, etc. 

Climb-Out And Exit Assist as Necessary Facilitate the setup/launch and able to observe.

Exit And Freefall In Position Based on category, must be able to observe, give signals (if needed), be the “base”, etc.

Physical wave prompt by the candidate to get the student to track away (within 500 ft of
Breakoff Signal (If Needed)
planned alt)
Altitude Awareness
Loss of Altitude Awareness Candidate turns and tracks away for safety and deploys by 3,500 ft AGL to observe student
Protocol canopy control

Based on candidates opening altitude and type of main canopy. Should at least observe the
Canopy Observation If Possible
students approach and landing procedures

Student First Then Coach Collect all the facts and help student determine what actually occurred

Positive  What did the student like best? 2-3 points


Debrief And Review
Limited Improvement
What 2-3 things would the student like to improve
Points

Based on student and coach agreements physical corrective retraining on the items of
Correct Retraining
improvement

Bad Spot Or Clouds Landing off the DZ due to improper exit point or falling through a cloud

Out of Position in Freefall For Category G candidate is more than 20 ft vertical or horizontal for more than 10 seconds,
(no student learning for Category H candidate is more than 100 ft vertical or horizontal (to much separation for
possible) student to "swoop" safely)

Hard Collision The student is stable and the candidate collides with the student creating instability

Automatic Unsats Not Clear and Open By


The candidate must gain at least 200 ft of horizontal separation from the student not vertical
3,500 ft After Evaluator

Missed Breakoff Signal If needed at breakoff altitude, Category G 5,500 ft AGL, Category H 5,000 ft AGL

Low Deployment Not clear and open by 3,500 ft. AGL for Category G or 3,000 ft. AGL for Category H.

Safety actually deploying the student’s main or reserve canopy, pulling the student’s cutaway
Other
handle, candidate deploys within 50 ft. of the student, missed major rigging error, etc.

44 | Coach Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
AFF INSTRUCTOR
RATING COURSE A

AFF INSTRUCTOR RATING COURSE

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 AFF Instructor Rating Course | 45
46 | AFF Instructor Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
1. Introduction and Orientation
INTRODUCTION AND
ORIENTATION A-1
A. WHAT IS A USPA ACCELERATED c. must have held a USPA Coach or
5. Other harness-hold progression
Instructor rating for at least 12
FREEFALL (AFF) INSTRUCTOR? programs have since been developed
months, or have at least 500 jumps under different names.
1. The USPA Instructor is the one of three
d. holds a USPA C license 6. USPA outlines its recommendations for
instructional ratings USPA administers,
preceded by USPA Coach and followed e. logged six hours of freefall time harness-hold training under the name
5. Candidates who have completed the USPA Accelerated Freefall in the USPA
by Instructor Examiner.
following may earn the USPA AFF Integrated Student Program.
2. A USPA AFF Instructor may—
Instructor Rating: C. THE NATURE OF THE COURSE
a. exercise all privileges of the
a. completed the USPA AFF Instructor 1. This course may be conducted—
USPA Coach rating
Proficiency Card (applicable
a. as an initial USPA Instructor rating
b. conduct AFF-type jumps, the AFF portions completed within the
course for USPA Coaches
first-jump course, and transition previous 12 months)
training to AFF b. as a shorter transition course for—
b. successfully proven ability by
c. conduct training in the general successfully completing the written (1) current USPA Instructors rated
and practical AFF evaluation process in another method
portions of any first-jump course
with a (non-legacy) USPA AFF (2) instructors who hold a harness-
d. train and supervise jumps with non-
Instructor Examiner (AFF IE) hold rating issued by another
method-specific students
FAI-member country
B. AFF TRAINING BACKGROUND
e. conduct the A-license quiz and 2. Course options
check dive 1. Unsanctioned harness-hold training
had been done prior to its adoption by a. course held over a series of days or
f. verify certain USPA license weekends, followed by testing with
USPA
applications, according to the an AFF IE
a. a jump with talk show host Johnny
requirements in SIM Section 3 b. challenge the course by passing the
Carson, in 1968, with Bob Sinclair
g. supervise a USPA Coach in training acting as instructor written examination successfully
students and making recurrency conducting at least one full ground
b. remedial jumps for static-line
jumps with licensed skydivers prep, air skill evaluation and debrief
progression students with
with a USPA AFF IE
h. Supervise static-line and IAD instability problems
students beginning in Category C (1) for foreign harness-hold rating
c. the U.S. Army Parachute Team and
after a successful clear-and-pull. holders, who must present USPA
the Military Freefall School
membership and their FAI
3. Supervision (BSRs) 2. Harness-hold training wasn’t feasible country harness-hold instructor
a. All student training is conducted until the concurrent adaptation of— rating
under the direction and oversight of a. modern automatic activation (2) available to USPA Coaches or
an appropriately rated USPA devices Instructors in other method-
Instructor (refer to the BSRs). b. instructors well trained in the specific disciplines, see the
method section titled “Procedures for
b. All general, non-method-specific
challenging the AFF course or
student training and jump c. modern student piggyback
renewing an expired AFF rating.”
supervision may be conducted by equipment for students in the late
any USPA Instructor, but method- ’70s, of which USPA Instructor Ken 3. Course and testing arrangements
specific training and jumps (AFF, Coleman, working with Strong a. The host coordinates with an
IAD, static-line, and tandem) require Enterprises, was an innovator instructor examiner for scheduling
a USPA Instructor who holds that 3. The Accelerated Freefall method of of an AFF Instructor Rating Course
method-specific rating. harness-hold training was developed in b. The course host negotiates fees and
the late 1970s under the leadership of accommodations with the
4. Candidates who have met all the
Coleman as an alternative to static-line instructor examiner.
following requirements may attend the
training. 4. Each candidate is required to arrive at
USPA AFF Instructor Rating Course:
4. USPA approved and adopted Coleman’s this course with all prerequisites
a. reached the age of 18 years
Accelerated Freefall program in completed, as specified on the AFF
b. holds or has held any USPA October, 1981and began issuing AFF Instructor Rating Course Proficiency
instructional rating ratings later that year. Card.

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 AFF Instructor Rating Course | 47
c. Conducted at least 50 AFF 2. Evaluators

A-1 INTRODUCTION AND evaluation jumps used for candidate a. The following is required for any
ORIENTATION scoring. (Practice jumps may not be course evaluators:
counted toward the required
minimum number of 50 evaluation b. must hold a USPA AFF Instructor
jumps, they must be actual course rating and have conducted at least
jumps that are scored for the 100 actual AFF jumps
5. The course will cover the USPA
Integrated Student Training Program— certification course requirements.) c. attendance
Jumps must be logged and verified (1) must attend the entire
a. as it applies to AFF training
on the Evaluation Jump Verification classroom portion of the first
b. subsequent training and jumps to Form and included with the AFF IE course at which they evaluate
the A license Proficiency card submitted for the
rating. You must also include log (2) must attend the candidate and
c. transition from another training
book or manifest records of the evaluator briefing of each course
discipline
evaluation jumps when submitting at which they evaluate
6. Candidates may make a series of the examiner proficiency card to d. are appointed by the instructor
practice training evaluations and jumps USPA Headquarters. examiner
with the course staff prior to actual
evaluations. d. Conducted at least 25 AFF ground e. are supervised by the instructor
evaluations including the evaluation, examiner, who is responsible for all
7. Schedule for the camp format AFF scoring and debrief, under the evaluations
Instructor Rating Course direct supervision of an AFF f. must participate in one AFF
a. The classroom training portion of Instructor Examiner (logged and Instructor Rating Course per year to
this course is expected to be verified on the Ground Evaluation maintain currency
conducted over a minimum period Verification form).
of two days. 3. Designated evaluator
e. Successful completion of the
b. The practice and evaluation portion Instructor Examiner Rating Course a. A designated AFF evaluator may
is conducted subsequently over a (IERC) conduct a qualifying evaluation
period of several additional days jump with an AFF Instructor who
f. Attended the most recent biennial cannot meet the annual rating
(typically, nine days total for AFF standardization meeting
classroom and evaluation are renewal requirements or whose
scheduled). g. USPA D License rating has expired for less than one
h. Meets the current requirements for year.
8. The schedule for abbreviated and other
courses are according to the an AFF Designated Evaluator b. To qualify as a designated AFF
preparation requirements of the i. Administered two complete AFF evaluator, a USPA AFF Instructor
candidates, class size, and the Instructor Rating courses under the must (all of the following)—
instructor examiner's and facility’s supervision of a current, (1) have worked as an evaluator for
schedule. appropriately rated Instructor a minimum of three courses,
Examiner and received that IE’s two within the preceding 12
D. WHO MAY CONDUCT THIS recommendation months
COURSE?
j. When submitting a new examiner (2) be recommended in writing by
1. A (non-legacy) AFF IE who has rating, the Safety and Training the AFF Instructor Rating Course
maintained currency as follows: Committee must verify that all Instructor Examiner and
conducted at least one USPA AFF requirements have been met before confirmed by USPA
Instructor Rating Course within the the rating may be issued. The Headquarters
past 24 months following items are required to be (3) attend the entire classroom
2. Continues to meet all of the submitted: portion of an AFF Instructor
requirements to qualify as a course (1) Completed and signed AFF Rating Course every two years
evaluator (listed in Section E, “How to Instructor Examiner rating
become a USPA AFF Instructor proficiency card
F. PROCEDURES FOR RENEWING
Examiner.” AN EXPIRED AFF RATING
(2) Log book records showing at
least 500 actual AFF jumps 1. For persons with an expired USPA AFF
*Legacy Instructor Examiners who earned IE
rating (up to two years)—
ratings prior to 2006 must meet the current (3) The Freefall Evaluation Jump
requirements to teach instructor certification Verification Form and the log a. Must satisfactorily conduct at least
courses book records or drop zone one complete AFF evaluation jump
manifest records showing at with an AFF IE or evaluator (under
E. HOW TO BECOME A USPA AFF the supervision of an AFF IE) acting
least 50 AFF course evaluation
INSTRUCTOR EXAMINER jumps as a student, to include all jump
1. A USPA AFF Instructor who has met all preparation, supervision during the
(4) The Ground Evaluation jump and debriefing.
the following requirements may attain Verification Form showing at
the rating of Instructor Examiner to least 50 AFF ground evaluations b. Pass the General USPA Instructor
conduct this course and issue ratings: and AFF Instructor written exams
(5) Drop zone manifest records (or with a score of at least 80 percent
a. Completed at least 500 actual AFF other evidence such as payment
jumps records or a letter from the drop c. attend a USPA rating renewal
b. Conducted at least 50 solo student zone owner or safety and seminar
first jump courses. These must be training advisor) of teaching at d. The AFF IE must be current and
logged and verifiable when least 50 complete solo first jump qualified to conduct AFF Instructor
submitting for the examiner rating. courses Rating courses. Legacy AFF IE rating

48 | AFF Instructor Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
holders who earned the AFF IE prior b. The AFF IE must be current and

A-1
to 2006 may not conduct qualified to conduct AFF Instructor INTRODUCTION AND
recertification training unless he or Rating courses. Legacy AFF IE rating ORIENTATION
she meets the current holders who earned the AFF IE prior
requirements. to 2006 may not conduct
2. Persons with an expired AFF rating recertification training unless he or
(greater than two-years): she meets the current I. KEEPING AN AFF INSTRUCTOR
a. must audit the ground training requirements. RATING CURRENT
portion of an AFFIRC 2. Non USPA harness-hold (AFF) rating 1. USPA AFF Instructors may annually
b. complete one satisfactory ground holders must complete the following, renew their ratings with their USPA
training session (Category D) under the direct supervision of an AFF membership by paying the annual
c. complete two satisfactory IE, in order to earn the USPA AFF rating renewal fee and providing
evaluation jumps. Instructor rating— documentation of any of the following:
d. Complete at least one satisfactory a. Demonstrate competence to gear a. that the rating was initially earned
debrief. up and check a student within the previous 12 months
e. Pass the General USPA Instructor b. Complete one satisfactory Category (renewal fee and signature required)
and AFF Instructor written exams C and one Category D ground in which case the annual minimum
with a score of at least 80 percent. preparation evaluation. AFF jump number (15) does not
f. attend a USPA rating renewal c. Complete three satisfactory air apply.
seminar evaluations: Category C main side, b. that the applicant has met the
3. A skydiver may not verify his or her Category C reserve side, Category D annual rating renewal requirements
own rating renewal requirements. (modified). by performing all of the following
4. Renewing a higher rating automatically within the previous 12 months:
d. pass the General USPA Instructor
renews all ratings below it. and AFF Instructor written exams (1) acted as instructor on at least 15
G. PROCEDURES FOR with a score of at least 80 percent AFF student jumps
CHALLENGING THE AFF COURSE H. WHAT IS REQUIRED TO PASS (2) attended a USPA rating-renewal
seminar(see SIM glossary for
1. For persons with a current non-USPA THIS COURSE?
definition)
(foreign country) AFF rating— 1. Practical: Candidates for the USPA AFF
(3) conducted training or complete
a. Non-USPA harness-hold (AFF) Instructor rating will be evaluated
rating holders must meet the review training in Category A for
during the course for their ability to—
following prerequisites: AFF
a. understand the course material
(1) Must be a current member of (4) acquired the signature of a
USPA. b. conduct effective ground training, current S&TA, IE, or member of
using other candidates as stand-in the USPA Board of Directors on
(2) Must hold a USPA C or D license.
students the renewal application to verify
(3) Must hold or have held a USPA that the renewal requirements
Coach Rating. c. safely prepare, supervise, and
perform in-air training of students were met
(4) Must include a rating card or making AFF jumps with AFF c. or, having met the renewal
other proof of the non-USPA evaluators acting as students requirements for an expired rating
AFF rating to USPA
Headquarters along with the AFF 2. Written: Prior to attending the course, 2. A skydiver may not verify his or her
Instructor Rating Proficiency each candidate must correctly answer own rating renewal requirements.
Card. at least 80% of the questions on an
3. Renewing a higher rating automatically
(5) Assist in two AFF first-jump open-book written examination
renews all ratings below it.
courses covering the following:
a. this syllabus J. COURSE OVERVIEW
(6) Assisted in two Category C and
two Category D AFF ground b. the complete ISP syllabus 1. USPA’s Integrated Student Program for
preps AFF students
c. the USPA Basic Safety Requirements
(7) Observed all AFF ground preps a. the first-jump course
in Category A through E d. SIM Section 5
b. first-jump course performance
(8) Correctly taught freefall stability e. FARs standards
and basic freefall maneuvers, 3. Commencement of privileges
including freefall turns, back c. Categories B-E, basic skydiving
loops, barrel rolls, front loops, a. The privileges of any instructional skills
and tracking rating will commence upon d. group skydiving skills
successful completion of the rating
(9) Prepared an effective canopy 2. AFF method
course and will be valid for 30 days
flight plan and provided ground-
to-air (for example, radio) with a candidate log book 3. Problem solving
instruction for winds up to 14 endorsement by the instructor 4. General instructor’s duties
mph examiner.
5. Jump preparation and equipment
(10) Participated in the spotting and b. The rating must be processed at checks
aircraft lessons from Categories USPA Headquarters to be
D through H (or equivalent considered valid after the 30-day 6. Demonstration and practice sessions
training) grace period expires 7. Evaluation section

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 AFF Instructor Rating Course | 49
A-2 THE INTEGRATED
STUDENT PROGRAM
2. The Integrated Student Program
(3) The student becomes more (3) checking that the equipment is
2-1: ISP OVERVIEW independent and less supervised ready to jump before the
as he or she progresses and may student exits the aircraft
1. The USPA Integrated Student require the information in these
Program is a complete and detailed b. Students are responsible for—
three areas when encountering
outline recommended by USPA to new experiences during jumps in (1) making sure the instructor
train students from the first jump that category. checks the equipment at these
through the A license. three points
4. An oral quiz follows each category.
2. The ISP integrates all USPA- (2) all equipment as the student
recognized methods for teaching a. It may be given after the student progresses through the program
skydiving, particularly in the early completes the last jump in the
portion of the training: harness hold category or serve as a review 4. Students are taught to protect the
(USPA Accelerated Freefall), preceding training in the next parachute system operation handles,
instructor-assisted deployment, static category. but monitoring the equipment
line, and tandem. throughout the jump operation is a
b. The USPA Instructor conducting primary duty of the instructor(s).
3. Schools using the ISP outline or its the A license check dive draws
equivalent can easily track a student’s from the quiz questions for the 5. The student should know that the
performance and interchange the oral testing portion of the license responsibility for the equipment shifts
various training methods to make the review. from the instructor to the student
most effective use of their training later as the student progresses.
resources. 2-2: THE ISP FIRST-JUMP 6. The student should be familiar with any
a. There are eight categories of
COURSE FOR AFF other equipment operation he or she is
advancement, A-H. expected to perform independently
1. The course staff and candidates (personal items, equipment recovery
(1) Categories A-D focus on basic discuss the first-jump course using and return, etc.).
skydiving survival skills and are the Category A outline in the ISP.
very closely supervised. 7. Discussion
2. The number of students in the first-
(2) During Categories E through H, jump course should be appropriate B. EXIT
students become more for the number of staff available to 1. Prior to exit, the student should be
independent and supervision facilitate the course. responsible to check that the instructor
requirements are relaxed. has performed the final in-aircraft
A. EQUIPMENT
(3) Categories G and H equipment check, including radio when
concentrate on group freefall 1. The student should know the location used.
skills and to prepare a student of all operation handles he or she may
be expected to use. 2. Set-up: Following the instructors’
to jump without supervision commands, the student moves into a
and the USPA A license. 2. Using terms the student will hear position on the aircraft that—
b. Each category following Category throughout the course and the jump,
the instructor describes a correct a. allows the instructors to control
A, the first-jump course, is divided the student (maximum grips)
into six skills and knowledge sets. parachute opening in the three
significant stages that determine the throughout the climb-out and exit
(1) exit and freefall response from the jumper. b. provides the student with the best
(2) canopy a. activation (container opening) advantage for launching into the
relative wind
(3) emergency procedure review (1) procedure for stable activation
of the main parachute practiced 3. The student should exhibit at least
(4) equipment reasonable control during climb-out
until smooth and exact
(5) rules and recommendations and exit before advancing.
(2) activation of an actual main
(6) spotting and aircraft parachute while wearing the C. FREEFALL (FLOW OF THE DIVE)
c. Each student, except those making equipment the student is 1. First-jump AFF freefall training
tandem jumps, should complete expected to jump classes should be limited to no more
training in the freefall, canopy, and b. deployment than six students per instructor.
emergency review sections prior
c. inflation 2. First-jump students should expect a
to making a jump in any category.
momentary period of sensory overload,
(1) Some freefall dive flows require 3. Equipment responsibilities lasting three to five seconds, after which
the freefall and emergency a. The USPA Instructor is primarily they can begin the freefall dive plan.
procedure training and review responsible for choosing the 3. Circle of Awareness (CoA) for
for the student to safely correct system and preflighting it. harness-hold students
perform them.
(1) putting the equipment on the a. Heading: The student selects a
(2) The canopy dive flows require student, adjusting it properly prominent heading reference
canopy training first so the within the hangar towards the horizon.
student can understand what
to practice. (2) performing a complete pre-
boarding equipment check

50 | AFF Instructor Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
b. Altitude: The student focuses on 6. If unable to make the planned landing

A-2
the altimeter and really reads it. area, decide on a clear alternate THE INTEGRATED
landing area by 2,000 feet and apply
c. Reserve-side instructor: The STUDENT PROGRAM
the planned pattern to the new area.
student makes eye contact with
the reserve-side instructor and 7. Final approach
waits for possible corrective a. The student should fly a straight
signals followed by a smile and in Category B) required for the
final approach to avoid collisions.
nod, meaning “OK!” USPA A license.
b. S-turns should be avoided, except
d. Main-side instructor: The student b. In the ISP program, the same
when clear of all traffic, but may
makes eye contact with the main- be valuable in an off-field landing. review can be applied towards the
side instructor, looking for signals emergency procedure review
and affirmation. 8. Discussion session in Category B.
D. HAND SIGNALS F. LANDINGS c. Training for main deployment
1. Presenting hand signals 1. This section is best taught using a problems (ripcord or hand
practical landing trainer, where the deployment) must be included for
a. All hand signals are performed student simulates parachute landings. any crossover student previously
with one hand and must be placed
in plain view of the student, 2. Teach the student a prepare-to-land trained only for IAD or static line.
generally no closer than 12 inches position that will enable an easy
transition into a proper PLF.
H. AIRCRAFT EMERGENCIES
from the student’s face and held
for a minimum of three seconds. 3. The student should learn all types of The appropriately rated USPA Instructor
b. The instructor may need to get obstacle landings with emphasis on must train first-jump or crossover students
the attention of the student first. obstacles the student might encounter for aircraft emergency procedures specific
at that DZ. to AFF.
2. Suggested signals are shown in the
Skydiver’s Information Manual, 4. The student should learn the
priorities of landing.
I. ADDITIONAL STUDY
Appendix A.
5. Round reserve training and backward 1. First-jump students who wish to return
3. Limit hand signals to those six or
PLFs may be omitted from the course if should be introduced to the SIM and
seven that may be required based on
all the school’s student equipment is encouraged to study all aspects of the
observation during the student’s
training. equipped with a ram-air reserve, but a sport that will eventually fall under
note on the type of reserve should be their responsibility.
a. For example, perfecting a student’s entered in the log of each student’s
arm position may be of low relative jump (“RAM”). 2. The “Book Stuff” recommended
importance during the first jump reading in ISP Category A introduces
compared to a poor arch or a 6. Students with prior tandem the students to the FARs and other
tendency toward an incorrect leg experience using special tandem recommendations in preparation for
position observed in training. landing techniques need to know that
the oral quiz.
those techniques are not correct for a
b. Additional hand signals can be hard landing when jumping solo; a. Instructors can inform students of
introduced during subsequent introduce and demonstrate the PLF. the seat belt requirements while
training.
7. Discussion boarding, and the student can
E. CANOPY study the rule from the SIM.
G. EQUIPMENT EMERGENCIES
1. Opening altitude is recommended by b. Canopy descent
4,500 feet to deal with pull-time 1. A USPA Coach or higher rating holder
should assist and critique the jumper (1) Jumpers who make a solo
problems and to increase canopy
learning time. throughout all ground training. canopy descent assume the
2. A watch or training altimeter may be responsibility to land in an
2. Introduce the student to the canopy open area clear of persons and
in terms that will be used throughout used during parachute emergency
drills to help the student develop property on the ground even
the course and during radio
time awareness. on the first jump.
instruction.
3. The harness trainer should be (2) AFF students have the
3. Canopy training should be based on
equipped with a cutaway handle and advantage of being able to
flying a specific, pre-planned pattern
a reserve ripcord handle, each of follow their instructors.
into a clear landing area.
which can actually be pulled.
a. This portion of the training is best 3. Introduction of the oral quiz (which
4. Teach the school procedures for all
taught in the landing area with an can also serve as a review prior to the
parachute situations the student may
aerial photograph. next jump)—
encounter (follow the Category A
b. Refer to the canopy training outline emergency procedure outline). a. establishes the student’s
and illustrations in Category A of responsibility to acquire the
5. Prior to any jump in Category A, solo
the ISP syllabus for this portion of supporting knowledge of the sport
students should review all emergency
the lesson.
procedures on that day. b. helps generate discussion about
4. Students should be taught to look for
a. A second complete emergency aspects of skydiving that the
traffic before turning.
procedure review performed student will need to understand as
5. The student should remain upwind in a during Category A on another day an A-license holder
pre-planned holding area until ready to can count toward one of the two
enter the landing pattern at 1,000 feet. complete reviews (one scheduled J. REVIEW CATEGORY A QUIZ
uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 AFF Instructor Rating Course | 51
E. UNDERSTANDING OF CANOPY (in case they are experienced

A-2 THE INTEGRATED DESCENT simultaneously)


STUDENT PROGRAM 1. Understands canopy descent strategies e. the correct response to all three
well enough to solve contrived descent two-canopy-out scenarios
problems from opening to 1,000 feet: discussed in Category A
a. too close to the planned pattern H. REMEDIES
2-3: FJC TRAINING entry point at too high an 1. Students who do not meet these
PERFORMANCE STANDARDS altitude—face upwind standards may—
FOR AFF STUDENTS b. more than halfway down, but not a. review the deficient sections of
yet halfway back—plan an the first-jump course until
A. ASSESSING BY SPECIFIC alternate landing area demonstrating a satisfactory
OBJECTIVES 2. Can solve contrived landing approach performance
problems (e.g., ISP model): (1) Review on the same day if the
1. All first-jump ground training should
be specific and oriented to a. too high at the planned 600-foot student shows improvement
measurable goals. point—arc the base leg during the review.
b. too low at the planned 600-foot (2) Because of the taxing nature of
2. Students should be correct and
point—cut the corner for the a solo first-jump course, some
consistent in demonstrating their planned 300-foot point students may perform better
ability to perform the tasks of the after reviewing deficiencies
ground training in preparation for c. on final approach in a downwind
direction, use only slight corrections another day.
their parachute jump.
to continue steering to a clear area b. transfer to another discipline that
3. This section provides sample with the wing level, and prepare to doesn’t require the deficient skill
performance criteria for use in the make a parachute landing fall
c. be discouraged from engaging in
first-jump course to help determine a following the landing flare
skydiving
student’s aptitude for a solo (AFF, IAD, F. LANDING AND LANDING
or static-line) jump.
EMERGENCY DRILLS 2-4: CATEGORIES B-E, BASIC
B. EQUIPMENT KNOWLEDGE FOR 1. Prior to jumping, demonstrates a SKYDIVING SKILLS
AFF STUDENTS proper PLF
The course staff and candidates discuss
1. Can find and operate all handles 2. Recites and understands the landing the Category B-E outline in the ISP.
priorities: wing level, avoid obstacles,
2. Understands the use of the altimeter flare at least to half brakes
in freefall and under canopy CATEGORY B
3. In the training harness, demonstrates
3. Knows to expect three complete the correct procedure for each landing A. EXIT AND FREEFALL
equipment checks hazard at or near the planned drop 1. Category B serves primarily a
zone: confidence builder for the returning
C. CLIMB-OUT AND EXIT (AT THE
a. power lines student.
MOCK-UP)
b. water a. increased body awareness
1. Understands and can perform the
climb-out, set-up, count, and launch c. trees b. relaxed performance from exit
following the instructor’s commands through deployment
d. buildings
e. other hazards specific to the drop 2. The student should demonstrate
2. Demonstrates sufficient strength,
zone increasing comfort with the climb-
agility, and mental faculties during out, set-up, and exit.
practice to perform the tasks G. EQUIPMENT PROBLEMS AND 3. Relaxed freefall position (“altitude,
D. APTITUDE FOR FREEFALL EMERGENCY DRILLS arch, legs, relax”).
1. Able to arch sufficiently to lift both 1. Responds correctly to questions a. “Altitude” means the student must
shoulders and knees off a flat surface about how to handle an open read the altimeter and understand
and hold for ten-second intervals parachute in the aircraft. the altitude.
without straining 2. Demonstrates in the training b. “Arch” means to push the hips
harness— forward slightly and smoothly and
2. During arch practice, controls both
legs and arms with symmetry and a. response to lost deployment to keep them there.
extends both legs slightly handle, hard extraction c. “Legs” means to pay attention to
b. how to clear a pilot chute the leg position and place both
3. Recites and understands the pull legs in the correct position,
hesitation (main or reserve)
priorities: pull, pull at proper altitude, probably extending them slightly
and pull with stability. c. within five seconds, the correct
to 45 degrees.
response to contrived partial and
4. Understands the responses to AFF total malfunction situations, d. “Relax” means to take a breath and
freefall emergencies including looking at the relax the muscles that aren’t needed
a. loss of stability emergency handle(s) for the correct body position.
d. correct response to line twists, 4. Leg extensions and team turns help the
b. loss of altitude awareness
slider up, and end-cell closures student to understand freefall control
c. loss of one or both instructors and addresses them in that order and gain overall body awareness.

52 | AFF Instructor Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
5. Reinforce the importance of an E. RULES AND

A-2
altitude check between each RECOMMENDATIONS THE INTEGRATED
maneuver, when having difficulty
1. To make informed decisions about STUDENT PROGRAM
with a maneuver, or every five
seconds, whichever comes first. the safety of his or her own jumps,
each student should be made aware
6. One jump minimum is recommended
of the pertinent BSRs. b. The instructor should introduce
in Category B.
2. Knowing the rules helps the student active heading control (turn
7. With the instructor examiner, method), but the student must
candidates review the Category B understand why the DZ won’t allow
jumps when conditions exceed the understand that a correct body
advancement criteria and the freefall
BSR limits for student operations. position is necessary for effective
dive flow from the ISP.
active heading control.
B. CANOPY F. SPOTTING AND AIRCRAFT
c. The student’s objectives are hover
1. With the instructor examiner, 1. Review handle protection as a control using a coordinated and
candidates review the Category B responsibility of the student. trimmed body position to maintain
advancement criteria and the canopy 2. Familiarize the student with the balance in freefall.
dive flow from the ISP. compass orientation and length of the 5. Introduction to wave-off (transition
2. AFF, students deficient in canopy runway in preparation for upcoming students)
skills may benefit from IAD, static- training in spotting.
a. teaches the student the wave-off
line, or tandem training, which places 3. Teaching aircraft traffic patterns signal early
fewer demands on the student during early will help prevent student-
each jump. aircraft conflicts on final approach b. helps protect instructors who may
3. Tandem training provides a canopy and on the runway. follow the student on future jumps
instructor present on each jump. c. trains for safety on future group
G. METHOD TRANSITION freefall jumps
4. Students should remain in those STUDENTS (TO AFF)
programs until meeting these simple 6. Pull priorities
objectives. 1. Review “Transitions” in the
introduction to Category B. a. Pull.
C. EMERGENCY PROCEDURE b. Pull at the correct altitude.
REVIEW 2. Who may teach the transition course:
a. A USPA AFF Instructor may teach c. Pull while stable.
1. Because so much information is
presented during the first-jump course, the aircraft procedures, climb-out, 7. Advancement criteria (instructor
many students soon forget a great deal exit, freefall, freefall communications, examiner reviews with candidates)
of their emergency procedure training. freefall emergencies, and aircraft
a. Category C advancement criteria
emergencies.
2. The emergency procedure section of and the freefall dive flow
Category B serves several function. b. A USPA Coach or a USPA Instructor recommendations from the ISP
rated in another discipline may teach
a. review of first-jump course b. BSR advancement criteria for
the remaining, general portions of
emergency procedures students making AFF-type jumps
the transition course for former
b. review for all returning first-jump tandem students. B. CANOPY
solo students who did not get to
jump on the day of their course H. REVIEW CATEGORY B QUIZ 1. Introduction to wing loading (ISP
(log as the first or Category B syllabus)
emergency procedure review on CATEGORY C a. The wing-loading exercise is
the USPA A license application) especially important for drop zones
A. EXIT AND FREEFALL with higher performance student
c. review for students and experienced
jumpers making recurrency skydives 1. Two jumps minimum are canopies.
(adjust the cutaway decide-and-act recommended. b. Each student should be referred to
altitude according to that jumper’s a. one jump with two AFF Instructors the canopy manufacturers’ websites
license level) to study recommended wing-
b. one jump with a single AFF
3. Tandem students already trained in loading.
Instructor
emergency procedures on another day 2. Flaring
should review them on the same day 2. Differences in exit with a single
prior to making any jump in Category C. instructor a. Review of the concept that flaring
momentarily converts forward
D. EQUIPMENT a. more vertical
speed to lift (from Category A).
1. How a parachute opens b. may turn
b. The discussion continues with the
a. to differentiate between malfunctions 3. On a single-instructor Category C jump concept of the jumper swinging
requiring only a reserve deployment and at the instructor’s discretion, a forward and momentarily increasing
and those requiring a cutaway before student who is comfortable immediately the canopy’s angle of attack.
reserve deployment after exit may be released, followed by
c. The student should understand
the instructor flying to a no-contact
b. easily taught while packing or that flaring the canopy produces
facing 2-way.
unpacking a parachute these results.
4. Heading control
2. Reviewing equipment retrieval at this (1) Pulling on the tail increases the
point facilitates packing operations a. Heading control may be passive amount of air the tail deflects
later for the staff. (“altitude, arch, legs, relax”). to produce additional lift.

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 AFF Instructor Rating Course | 53
(AIR), continue the freefall until the G. METHOD TRANSITION STUDENTS

A-2 THE INTEGRATED assigned deployment altitude.


Review “Transitions” in the Introduction
STUDENT PROGRAM 3. Stability recovery to Category C.
a. altitude, arch, legs, relax
H. REVIEW CATEGORY C QUIZ
b. if caught on back, roll-out-of-bed
(2) The additional drag abruptly technique
slows the forward speed. CATEGORY D
c. if still out of control, think“AIR:
(3) As the jumper swings forward, the Altitude aware, In control, and A. EXIT AND FREEFALL
nose raises and the momentary Relaxed.” 1. The lesson on turning should emphasize
increased angle of attack causes (1) The student must know his the importance of a neutral body
the canopy to attempt to climb. altitude at all times. position prior to initiating a turn.
d. A canopy enters a dynamic stall (2) The student can use up to five 2. A simple technique for changing
when the jumper swings back under seconds to regain control if heading, such as upper body turns only,
the canopy, the nose lowers, and altitude permits. will increase confidence and improve
the canopy begins a slight dive. chances for success; after the student
(3) The student should be relaxed to
e. The canopy enters a full stall when help ensure a smooth freefall. has completed the A license program,
the tail is held below the nose and techniques for center-point turns can
the canopy begins to fly backwards. (4) If still not in control, the student be easily added.
should deploy the main canopy.
f. Maintaining maximum lift (prior to a. multiple 90-degree turns only on
4. Review in detail all aspects of preventing the first jump
stall or sink) provides a softer
an open container in the aircraft and
landing, even when significant (1) reduces student stress and
the associated emergency procedures.
forward speed remains. workload
5. Discuss in detail all aspects of landing
g. Review of early flare and stall off the intended DZ. (2) increases confidence in heading
recovery actions are critical canopy control prior to initiating bigger
survival skills and must not be a. selecting a suitable landing area turns, leading to greater success
overlooked. b. anticipating and avoiding (3) reduces the likelihood of
3. Effects of higher winds turbulence in the area uncontrolled spins
a. Students who have exhibited good c. other jumpers in the pattern b. 180- and 360-degree turns, once
pattern flying skills in Categories A d. procedures for returning without 90-degree turns have been
and B are introduced to— damaging property and equipment mastered
(1) turbulence 6. Review landing priorities. c. In the event of lost heading control
(2) off-field landings (spin), the student should recover
D. EQUIPMENT lost control with “altitude, arch, legs,
(3) collapsing the canopy in winds 1. The instructor introduces the student relax,” before initiating opposite turn
(introduction for most students) to equipment in more detail, including input.
b. The effects of a downwind landing the AAD, RSL, and the strategy for the
d. If the turn is sluggish or seems to
are potentially greater, so downwind equipment check before rigging up.
go opposite the direction intended,
landing technique is discussed. a. The introduction can be performed the student should, provided
(1) Flare according to height, not as the student is preparing to gear altitude allows—
ground speed. up for the jump.
(1) return to neutral arch
b. The student will check his or her
(2) Flare normally to maximize lift (2) relax
equipment, supervised by a USPA
and minimize final ground speed.
Instructor. (3) extend legs
(3) PLF
2. Details about the three-ring system, (4) attempt the turn again
4. The student should by this time be AAD, and RSL are included in future
categories; this is only an introduction. 3. Release
able to fly a proper landing pattern
with minimal assistance. 3. Because of the introduction to the AAD a. As soon as stability has been
and RSL in Category C, discussions on established, the instructor should
5. Landings: Students should understand
them can be postponed from the first- release the student and move to
when it is safe and unsafe to attempt a
jump course. the front.
stand-up landing.
b. Once the student has demonstrated
6. Candidates review the Category C E. RULES AND RECOMMENDATIONS the ability to exit stable and
canopy dive plan with the instructor 1. BSRs for student equipment comfortably without assistance, the
examiner.
2. FARs for parachute packing instructor may train the student for
C. EMERGENCY PROCEDURE (FAR 105.43) an unassisted (no-grips) exit.
REVIEW 3. state and local regulations 4. No new maneuvers should be
1. Remind the student that he or she initiated below 6,000 feet.
4. drop zone neighbor relations (with
must deploy at the correct altitude, DZ manager) a. Maneuvers should be finished by
regardless of stability. 5,000 feet.
F. SPOTTING AND AIRCRAFT
2. Modification of emergency procedure b. At 6,000 feet, the student should
for loss of both AFF Instructors: If Planning a landing pattern for a day with signal that maneuvers are finished
altitude aware, in control and relaxed moderate winds (head shake “no”).

54 | AFF Instructor Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
c. If the student initiates maneuvers 3. When possible, emergency procedure

A-2
below 6,000 feet, the instructor review topics coincide with other THE INTEGRATED
should be prepared to signal (head related concepts from that category. STUDENT PROGRAM
shake “no”), and the student responds
4. Detailed building or structure landing
in kind.
review, including disconnecting the RSL.
5. Review the importance of deployment
at the correct altitude, regardless of D. EQUIPMENT CATEGORY E
stability. 1. The student should be calculating A. EXIT AND FREEFALL
6. Introduce alternate altitude references, wing loading on both canopies (USPA 1. The student should attempt a stable
e.g., looking at the ground, cloud bases, Flight Planner) prior to each jump. unpoised exit.
mountain tops, etc. 2. Introduce the AAD and three-ring 2. AFF students begin this category
7. Two jumps minimum are recommended. release in detail. supervised by an AFF Instructor until
they can demonstrate reliable
8. Recommended minimum deployment a. The student should operate the AAD.
recovery from instability.
altitude is 4,000 feet. b. Ask the student to study the AAD
a. Each student shows the ability
9. The candidates review the Category owner’s manual. twice to recover stability and
D freefall dive flows with the IE. altitude awareness within five
c. Explain three-ring assembly and
B. CANOPY operation in detail. seconds following an intentional
disorienting maneuver.
1. Introduction of rear riser steering d. The student will disconnect and
service the three-ring assembly in b. The first maneuver attempted
and flaring
should be a barrel roll, which has a
Category H.
a. back-riser steering with brakes on natural recovery mode from back-
for evasive maneuvers immediately 3. Demonstrate a jumper equipment self- to-earth fall.
after opening check and ask the student to perform it c. Recovery within five seconds
b. steering with brakes off to evaluate in the aircraft, followed by a check of (twice) is required to clear the
controllability with a disabled toggle the back of the rig by the instructor. student to freefall self-supervision.
c. flaring to be able to decide whether 4. Discuss outerwear. 3. Once any student has demonstrated
a canopy can be landed safely with stability recovery, he or she may self-
E. RULES AND RECOMMENDATIONS supervise in freefall (requires the
disabled controls
The student should memorize the cloud sign-off of a USPA Instructor).
2. It is not recommended that a student
clearance requirements from FAR 105.17 4. Once signed off, the student should
practice an actual landing using rear
sufficiently to pass the Category D quiz be supervised by a USPA instructional
risers to flare.
and, later, the oral quiz as part of the USPA rating holder aboard the aircraft,
3. Students should practice all maneuvers A-license check dive. who—
above 1,000 feet with frequent traffic a. is responsible and available for all
and position checks. F. SPOTTING AND AIRCRAFT training, spotting supervision,
4. Landing within 50 meters with minimal 1. The student should lead the pattern equipment choice, exit order,
assistance is recommended before planning. group separation on exit, and pre-
advancing. jump equipment checks
2. Introduction to spotting
5. The candidates review the Category b. is encouraged to jump with and
D canopy dive flow with the IE. a. basic procedure overview observe the student
b. looking straight down is the proper c. may make gripped exits
C. EMERGENCY PROCEDURE technique for observing the ground
REVIEW 5. Once a student has qualified for
track of the aircraft freefall self-supervision, that
1. Because of the lower planned deployment 3. Technique for determining straight student’s previous training discipline
altitude, students should by now down is recognized only for the purpose of
demonstrate the ability to rapidly recurrency training (see SIM Section
recognize and respond to equipment 4. Coordinating spotting training with 5 on recurrency training).
malfunctions. other jumpers
6. Students may self-assess for the
a. Category D includes the last formal a. In most aircraft, it is easy for the heading control required for the A
training harness review of parachute student to spot from the door, then license check dive (back loop within
malfunctions with an instructor as move into position for a later exit. 60 degrees of the initial heading).
required for the A license, although b. Experienced jumpers may need 7. Three jumps are recommended in
the student should continue to self- encouragement when introducing Category E for all students.
review each new day of jumping (at
the modified pre-exit procedures. 8. Hazards of aerobatics
least every 30 days).
c. Coordinate and practice the a. erratic fall rate and altimeter
b. Review the cutaway decide-and- readings (chest mount, etc.)
procedures prior to takeoff.
act altitude (2,500 feet).
G. METHOD TRANSITION STUDENTS b. disorientation (altitude, arch, legs,
2. Various categories of the ISP provide relax)
the instructor the opportunity to Review “Transitions” in the introduction
review emergency procedures taught c. equipment considerations
to Category D.
in the first-jump course and discuss 9. The candidates review the Category E
them in greater detail. H. REVIEW CATEGORY D QUIZ freefall dive flow with the IE

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 AFF Instructor Rating Course | 55
a. interaction between jumpers and 3. Clear and pull: Students trained in the

A-2 THE INTEGRATED aircraft control AFF method should gain confidence
STUDENT PROGRAM with a stable exit and pull at a higher
b. reading a winds-aloft report
altitude (5,500 feet) before attempting
c. spotting procedures the actual clear and pull at 3,500 feet.
2. The USPA Instructor should be sure 4. The candidates review the Category F
B. CANOPY the student has been trained for freefall dive flow with the IE.
1. Instructor’s level of understanding independent action in all aircraft
emergency procedures (Category E B. CANOPY
a. Candidates for the USPA Instructor aircraft briefing) before clearing the 1. Encourage students to become familiar
rating should have a working student to freefall self-supervision. with braked flight and braked landings
knowledge of the aerodynamic to prevent the mistake of making a low
principles of a ram-air canopy. 3. Technique for determining opening
point by averaging the speed and single-toggle turn when presented
b. During the course, discussion on direction of winds forecast at opening with the need for a low heading
these topics led by knowledgeable altitude and read at the surface on change.
individuals is encouraged. the drop zone a. sudden recognition of an obstacle
2. By Category E, the student should now
G. REVIEW CATEGORY E QUIZ b. returning from a long spot and
have sufficient canopy experience to misjudging the final turn (frequently
recognize the results of different flare 2-5: GROUP SKYDIVING committed error)
entries (review the “nine flares”
discussion in the Canopy outline in SKILLS c. being cut off by another jumper in
Category E). the landing area
1. The last three categories of the
3. The goal is for the student to learn 2. Use of brakes or rear risers to
Integrated Student Program prepare
how to assess the flare on any new or increase glide
the student to jump safely and
unfamiliar canopy before landing. effectively in groups: a. Anticipate loss of the tailwind
4. The student learns to evaluate the nearer the ground and keep an
a. tracking
result of the flare by recognizing a alternate landing area in mind
dynamic stall following a flare on b. group exits between the jumper’s position and
landing and to adjust flare height, c. group flying skills the target.
flare rate, and flare depth for the next b. Different canopies exhibit different
landing. d. breakoff procedures
flight characteristics with brake or
5. The candidates review the Category E e. flying the canopy in groups rear riser input.
canopy dive flow with the IE. 2. Students who complete Category H 3. Anticipate a much broader landing
C. EMERGENCY PROCEDURE should be ready for pattern and longer final approach
REVIEW a. the USPA A License checkout with when flying in brakes with some
an appropriately rated USPA canopies.
Two canopies out: Review the “Two Instructor 4. It is important for the USPA Instructor
Canopies Out” discussion in SIM Section
b. independent skydiving at most to understand and experience these
5-1. aspects of canopy flight, particularly
skydiving centers
D. EQUIPMENT how they apply to the canopy the
c. jumping at off-site DZs that meet student is jumping.
1. The student should be performing a the A-license landing area criteria
pre-flight inspection on the equipment (non-demos) 5. The candidates review the Category F
(USPA Flight Planner checklist) prior to canopy dive flow with the IE.
each jump. 3. The exit and freefall sections of
Categories F through H are included C. EMERGENCY PROCEDURE
2. Characteristics of different canopy in the USPA Coach Rating Course REVIEW
designs (overview) syllabus.
Detailed power-line avoidance and
3. A person with appropriate knowledge landing review
should introduce the student to the CATEGORY F
open parachute canopy, identifying D. EQUIPMENT
and naming all the significant parts in A. EXIT AND FREEFALL
1. Focus on packing
preparation for packing. 1. Tracking
2. Equipment check on another jumper
E. RULES AND a. Emphasize legs fully extended as (with that jumper’s permission)
RECOMMENDATIONS the primary means of movement.
E. RULES AND
1. Detailed discussion on winds b. Demonstrate shoulder steering
pertinent to the student’s increased using a creeper or similar training
RECOMMENDATIONS
level of experience and to prepare the aid. The USPA Instructor needs to familiarize
student to make informed decisions students with the existence of USPA
c. Make heading control the primary
as a USPA A license holder recurrency recommendations in SIM
objective (over speed).
2. Discussion with pilot on portions of Section 5.
FAR 91 applicable to jump operations d. This training will lead toward
(Section 9 of the SIM) developing a better flat track F. SPOTTING AND AIRCRAFT
during Categories G and H.
1. The student should be calculating the
F. SPOTTING AND AIRCRAFT 2. Two tracking dives minimum are opening point on each jump (USPA
1. Category E aircraft Briefing recommended in Category F. Flight Planner).

56 | AFF Instructor Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
2. Averaging the winds aloft to determine a. training for an unintentional water

A-2
the jump run and exit point (effective landing THE INTEGRATED
only in routine conditions) b. training for an unplanned low turn STUDENT PROGRAM
3. Separating groups according to under canopy
distance across the ground
C. EQUIPMENT
4. A dedicated spotting training and
practice flight has shown to be an 1. Category G 2-6: VERIFYING USPA
effective method of familiarizing a. The student continues to focus on LICENSES
students with spotting. packing, and should pack one
parachute without assistance prior 1. A license
CATEGORIES G AND H to advancing to Category H.
a. Review SIM Section 3-2 for
The course staff and candidates discuss b. An FAA rigger or an instructor conducting the USPA A-license
should conduct the wear and check dive and completing the
the Category G and H outline in the ISP.
maintenance seminar outlined in USPA A license application.
A. CANOPY this Section of the ISP syllabus,
b. Compare and contrast the two A
including a review of the FARs
1. Category G license applications.
concerning maintenance personnel.
a. Performance turns teach the (1) four-page A License
2. Category H
student necessary information Progression Card, designed for
about his or her canopy. a. three ring disassembly, use with the ISP
maintenance, and reassembly
(1) how to keep the center of lift (2) two-page A License Proficiency
and pressure in the center of b. discussion of stow band choice Card for use with equivalent
the canopy during turn entry (review) programs or for unlicensed
and exit and avoid a collapse or c. replacement and adjustment of a jumpers who began training
line twist main closing loop prior to the Basic Safety
Requirement for a USPA A
(2) the limits of control on that
canopy with that student’s
D. RULES AND license (January, 2001).
weight before it develops line RECOMMENDATIONS 2. B and C license
twists or collapses from over 1. Category G: repack cycle (review) and a. Review SIM Section 3-2 for
control rigger maintenance instructions and procedures
(3) how to test the limits of any 2. Category H: general review of the oral regarding the USPA B and C license,
new or unfamiliar canopy quizzes for the A license check dive with particular attention to the
license application checklist.
(4) potential consequences of E. SPOTTING AND AIRCRAFT
high-performance maneuvers (1) exam administration
near the ground 1. Category G
(2) verification of qualifications
b. Review collision avoidance, a. The student should be calculating
the spot, including the exit point, b. Review the USPA B-D License
focusing on the group skydiving Application, available online at
environment, including rights of for each jump in routine winds
(USPA Flight Planner). uspa.org/downloads.
way and the importance of
avoiding a collision, regardless of b. Jumpers need to be responsible for c. Only a USPA S&TA, IE or member of
the rules and courtesies. knowing the kinds of weather that the USPA Board of Directors may
can get them into trouble. approve D license applications.
2. Category H
a. Front risers provide a potential c. The instructor or pilot should
third set of controls. review the various means of
finding weather forecasts.
b. Some jumpers will not be able to
take advantage of front riser 2. Category H
control, but should realize their a. This section is best taught by a
limits compared to other jumpers. jump pilot or instructor.
c. Emphasize front riser safety: The b. A license holders are qualified to
canopy must be returned to straight jump at locations other than a
and level flight in time for landing. regular drop zone and should
B. EMERGENCY PROCEDURE know—
REVIEW (1) where to find the information
for notifying ATC of the jump.
1. Category G
(2) equipment and approval
a. A USPA Instructor reviews in detail requirements for jump aircraft
the procedures for responding to an
imminent canopy collision and what c. In general, USPA A-license holders
to do in the event of an should know what to expect of the
entanglement. aircraft operator at the drop zone
in terms of paperwork for
b. A canopy formation specialist modifications and maintenance.
makes a good resource for
teaching this topic.
2. Category H (USPA Instructor or IE)

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 AFF Instructor Rating Course | 57
A-3 AFF METHOD
3. AFF Method
C. IN-FLIGHT PROCEDURES your instructions from the
3-1: AFF ROUTINE PROCEDURES reserve-side instructor.”
1. Once the seat belts are off, the student
should stay relaxed and spend the (1) Main-side instructor climbs to the
A. INTRODUCTION end of the strut, left foot on the
remainder of the flight mentally
1. The nature of AFF provides the rehearsing and self-calming. step, and left hand free to take a
instructor with more opportunity for grip on the student’s leg strap.
2. If possible, just before the approximate
interaction and assistance with the deployment altitude, review airport and (2) The reserve-side instructor:
freefall portion of the student’s skydive. landing area, opening point, and assists the student into the pre-
2. AFF training and jumping requires landing pattern. climb-out position, maintaining
special flying and in-air student a firm harness grip throughout.
3. Continue with a review of the
handling skills. deployment altitude with the student (3) The student moves into the pre-
3. The two-instructor jumps in at that point during ascent and review climb-out position, protecting
Categories A through C also require the freefall dive flow and hand signals. handles, and waits for the climb-
out command from the reserve-
effective teamwork and specific 4. After the verbal review, give the side instructor.
direction for each AFF instructor to student “quiet time” to mentally
handle exit and freefall emergencies. review the dive flow. d. Reserve-side instructor (after
getting the “ready” signal from the
B. AFF EQUIPMENT 5. Approximately 4,000 feet below exit outboard instructor): “Climb out!”
altitude, instructors perform the pre-
1. Review the BSRs for student and exit equipment check, including radio. Helpful hint: Handle the gear for the
instructor equipment and the
student during climb-out, actually lifting
instructors’ altimeter requirements D. CLIMB-OUT AND SET-UP
the equipment into position and relieving
for harness-hold jumping. PROCEDURES the student of the weight through the
2. Student’s main deployment system transition from the door to the step.
GENERAL (1) The student moves into pre-
a. BOC activation handle: The main-
side instructor should grip low on 1. Use a procedure that enables the exit position, balanced on one
the leg strap to avoid crowding the student to get into position with foot, chest forward over the
student’s main deployment handle minimal effort. wing strut, and the other leg
area. extended and flying.
a. The student should be trained to
b. hand deployment (BOC only) may avoid presenting his or her full (2) The main-side instructor
torso broad to the wind during the receives the student’s right
be equipped with a left-side pouch
transition from the door to the set- (outboard) leg strap.
release
up (should “knife” into the wind). (3) The reserve-side instructor
c. ripcord locations establishes a second positive grip,
b. To avoid muscle strain and injury,
(1) BOC makes it virtually the student should limit arm and moves one foot to the inside of
impossible to see the handle shoulder extension to 90 degrees the step, and prepares for exit.
and promotes arching. and avoid reaching to full arm e. Student (looks at reserve side
(2) Main lift web (high or low) extension while climbing out. instructor): “Check in!”
allows the student see the 2. The inboard instructor checks and f. Reserve-side instructor (positive
ripcord, but requires that the controls hand and foot placement in head shake): “OK!” and moves
student concentrate on arching the door. torso-to-torso to prepare to
while looking at the handle. 3. Single-instructor exit launch the student.
(3) Most ripcord systems can be a. may be from either side g. Student (looks at main-side
configured for a redundant left- instructor): “Check out!”
b. may result in a different dynamic
side activation handle for use by h. Main-side instructor (positive
upon launch
the reserve-side instructor. head shake): “OK!”
c. less hands-on supervision during
3. The following may prove useful for the climb-out required as the i. Student takes a relaxing breath
AFF Instructors: student progresses and initiates the exit count.
a. variety of jumpsuits suitable to a
range of student fall rates STRUT EXIT (CESSNA) SIDE DOOR
b. hard-shelled helmet 1. Student may sit back-to-the- 1. Several methods are used, depending
c. audible altimeter instrument-panel or kneel facing on school preference; choose an exit
forward by the door. according to the following criteria (in
d. second visual altimeter descending order):
2. Main-side instructor climbs out first.
e. suitable footwear a. ability for instructors to establish
a. Main-side instructor: “Ready to and maintain the maximum
4. AADs, hard-shell helmets, and audible
skydive?” number of grips for positive
altimeters are strongly recommended
for USPA instructional rating holders b. Student: “Yes!” control and launch
when making training jumps with c. Main-side instructor: “Put your b. ability for instructors to get a
students. feet out after me and stop. Take clean launch

58 | AFF Instructor Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
c. ability for student to present hips to F. EXIT PROBLEMS

A-3
wind during the set-up and count
1. The instructors must work together AFF METHOD
d. ability for both instructors to follow to maintain stability until the student
the student’s count establishes the correct body position.
e. ability to set up quickly for spotting 2. In the initial phase of the freefall, the
and multiple-group exit purposes student may respond to verbal c. The reserve-side instructor ensures
2. Examples commands (main-side instructor). student main canopy deployment
a. student’s hands sandwich the 3. The reserve-side instructor presents the by 3,500 feet.
forward edge of the door frame initial corrective signals during the first d. To reduce the burble, the main-side
(“praying” exit), one instructor CoA, while main side maintains grips as instructor departs upon initiation of
floating, one inside necessary to assist with stability. deployment.
b. three diving G. FREEFALL SEQUENCE (NON- e. If hand-deploy pilot chutes are used,
(1) requires a wide door, e.g., Twin RELEASE) the main side instructor must ensure
Otter the pilot chute has been thrown by
1. Initial scan priorities
the student before departing.
(2) The exit trio dives forward into a. right-side instructor: waist up,
the relative wind for best results. f. The reserve-side instructor
with occasional full body scan
maintains grips through deployment
c. three floating b. left-side instructor: waist down, (until inflation begins).
d. other with occasional full body scan
(1) may be able to assist with a
3. The student checks in with the inboard 2. Free arm at the first opportunity and variety of deployment problems
instructor first, or front instructor if all whenever possible. and high-speed malfunctions
three are floating. 3. Both instructors respond with signals (2) must be careful not to pull the
as necessary, followed by a vigorous student down on one side (roll axis),
TAILGATE “thumbs up!” during the CoAs. which may induce a line twist
1. All three face forward toward the front 4. Practice deployment assistance (only (3) must avoid the student’s legs to
of the plane and walk backward into as needed). prevent being kicked during
position. a. The main-side instructor prompts deployment and inflation
2. Student checks in with reserve-side the student for practice deployments, (possibly fatal error)
instructor first. with the reserve-side instructor as a g. Both instructors must get clear
back-up. and deploy by 2,500 feet.
3. Student counts with physical cadence
of up-down-launch (“Arch!”). b. The main-side instructor guides the H. FREEFALL SEQUENCE (DUAL-
student’s hand to the deployment
E. EXIT handle.
INSTRUCTOR RELEASE)
1. Outboard instructor 1. Levels of instructor response
(1) Students may mistakenly grab
a. The point of no return is reached once the instructors left-hand a. Initial student full release by no
the student’s hips break the plane of mounted altimeter during lower than 6,000 feet.
the door (side-door or tailgate aircraft) practice deployments or on the b. Fly the slot.
and the outboard instructor— actual deployment
(1) It is not necessary to touch a
(1) must leave with the student (2) Main side instructors should student to give hand signals.
(2) may lead the student once the consider moving the altimeter
to the right hand or using a (2) An AFF Instructor needs to be
launch is certain able to stay with a student who
chest-mounted altimeter
b. Under no circumstances should is moving around.
the instructor pull the student out (3) Sliding the left hand as far as
possible down the student’s leg c. Block excessive movement.
of the door or off the aircraft.
strap will usually provide enough (1) Excessive movement for
2. The inboard instructor must also distance from the student’s BOC Category C is a student
ensure that launch is complete once it handle to allow the student to rotating more than 45 degrees
has begun, which may involve carrying reach the BOC handle with no from his heading after the
the student over the step (Cessna) or interference from a left-hand release.
door sill. mounted altimeter. (2) A block is not a gripped re-dock,
3. Reduce unwanted momentum. c. The reserve-side instructor but there should still be an
a. The least movement necessary to prompts the student for correct appropriate hand signal provided
clear the aircraft will reduce left-arm placement. by the candidate following any
momentum and help make the exit 5. Deployment blocking maneuvers.
smooth. d. Re-dock, correct, re-release.
a. The main-side instructor prompts as
b. Both instructors should exit as close necessary for altitude checks and (1) Re-dock when learning has
as possible, shoulder-to-shoulder main canopy deployment (reserve- ceased or control is in question,
with the student to reduce post- side as back-up for signaling if main- such as a rotation of more than
launch dynamics. side can’t get the student’s attention). 360 degrees during a Category C
4. Both instructors should establish arm b. The main-side instructor assists as jump.
grips before or during the exit. necessary with main canopy (2) Fix the problem with the correct
5. Regardless of the count, as the deployment or initiates hand signals, then release
student’s hips go, so goes the student. deployment if below 4,000 feet. immediately.

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 AFF Instructor Rating Course | 59
I. SINGLE-INSTRUCTOR RELEASE b. The outboard instructor grips the

A-3
student if the student makes it to
AFF METHOD 1. The instructor releases the student the set-up position before the
once he or she demonstrates inboard instructor gets control of
awareness and control. the situation.
2. The instructor flies into the best
position to communicate with and
C. COUNT
(i) Only the initial release must
occur above 6,000 feet. assist the student as necessary through 1. If the student won’t look at the inboard
the freefall exercises and deployment. instructor after climbing outside—
(ii) A common mistake is to
J. UNDER CANOPY a. The inboard instructor shakes the
re-dock, give a “relax”
student’s shoulder or shouts to get
signal, and re-release. 1. Once achieving sufficient separation, the student’s attention.
(iii) A relax signal is not a fix-all; the main-side instructor opens as high
b. The outboard instructor prompts
give the appropriate signal as possible after the student to provide
the student to check in.
specific to the instruction visual guidance.
2. If the student doesn’t start the hotel
needed. 2. The reserve-side instructor backs up check or exit count:
e. The situation requires a re-dock as necessary.
a. The inboard instructor shakes the
with no further release if the 3. The instructors demonstrate the student for attention and
student’s body position or preferred canopy pattern. encourages initiation of the count,
awareness fail to improve even for example, shouting, “OK!”
K. DEBRIEF
with appropriate signals.
Both instructors assist with the debrief, b. The outboard instructor backs up
f. No initial release when a student’s the inboard instructor as necessary.
corrective training, and record keeping.
body position and awareness are 3. If the student begins or performs the
inappropriate to earn a release. 3-2: AFF PROBLEM SOLVING count incorrectly, the instructors
2. Once the student has demonstrated follow the student’s body movement.
relaxed stability, the main-side A. INTRODUCTION
D. LAUNCH
instructor signals for the reserve-side 1. On any AFF dive, particularly a release
instructor to release and fly within 1. If the student initiates a back loop—
dive, the instructor(s) must choose the
one arm’s length of the student. best course of action, based on the a. The inboard instructor forces the
student’s performance. student’s upper body down.
3. The main-side instructor releases and
flies within one arm’s length of the 2. The following responses are to be b. The outboard instructor yells,
student. applied as the situation dictates. “Arch!” and assists with bringing
the formation under control.
4. Heading drift is acceptable, and B. CLIMB-OUT AND SET-UP
instructors should follow. 2. If the student reverses arch—
Note: Wherever there is no distinction in the exit a. The inboard instructor forces the
a. The instructors correct small between inboard and outboard instructors, such student into an arch.
movements or body position as on a tailgate aircraft, replace “inboard
problems using no-contact hand instructor” with “reserve-side instructor.” b. The outboard instructor maintains
signals or blocking techniques. stability and yells, “Arch!”
1. If the student refuses to jump or
b. The instructors should provide the takes too long to climb out— 3. If the student goes head down on
exit—
student enough room to recognize a. If possible, the inboard instructor
and correct problems without should retrieve the student’s a. The inboard instructor forces the
prompting or assistance. equipment, and the student will student’s upper body up.
c. If the student rotates more than 90 follow. b. The outboard instructor yells,
degrees relative to the instructors, b. If it’s not possible to retrieve the “Arch!” and assists with bringing
the instructors should switch roles student, jump as planned and make the formation under control.
rather than struggle to chase the sure the student and instructors 4. If the student slides towards the
turn to maintain their original deploy high enough to return to the outboard instructor off the strut—
positions. drop zone. a. The inboard instructor goes with
5. On the first jump in Category C (two c. The safety of the student and others the student and maintains control
instructors), the reserve-side instructor in the aircraft must be the first of the formation.
may lightly re-grip at 6,000 feet consideration. b. The outboard instructor moves to
through deployment; however, the 2. If the student has difficulty getting foot make room for the student and
student must demonstrate a stable, placement or performing the climb-out assists with control of the exit.
ungripped deployment before procedure correctly— E. EXIT
advancing to freefall maneuvers a. The inboard instructor physically 1. Above all else, do not deviate from a
(Category D), according to the BSRs. assists the student into position. planned decision when confronted
6. Re-gripping on evaluations jumps b. The outboard instructor assists as with an unstable student.
a. Re-gripping a stable student is not necessary and if able. 2. Tumbling exit
acceptable for in-air evaluations of 3. If the student climbs out before the a. The instructors should attempt to
the AFF Instructor Rating Course. instructor’s command— roll with the tumble and get the
b. AFF Instructor candidates should a. The inboard instructor prevents student facing into the relative wind.
re-grip only as prescribed in the the student from making further b. The main-side instructor shakes
evaluation procedures. movement. the student and yells, “Arch!”

60 | AFF Instructor Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
c. If the piece does not recover stability a. Main-side instructor replaces the

A-3
(two or three tumbles or more than handle.
five seconds), the instructor who is AFF METHOD
b. Main-side instructor signals for
not contributing to stability releases deployment higher than planned.
(a very serious decision), and the
remaining instructor regains stability. c. Main-side instructor deploys for
the student as appropriate.
(1) If one instructor and the student b. The lock-on and wave-off signal
are stable, the unstable instructor 4. If the student establishes an incorrect the instructors that the student is
should release, recover, and re-dock. body position (hard arch, hands too aware of altitude and ready to act
far forward, reverse arch, etc.)— accordingly.
(2) If the piece is tumbling with
neither instructor able to gain a. Instructors note the problem during c. Missing either is an early cue of
control, only the reserve-side the initial scan and correct during confusion; procedure—
instructor should release to the CoA.
(1) Instructors signal for altitude
allow the main-side instructor b. If correction is needed before the check if above 5,000 feet.
to fly the piece. Follow the plan CoA, the reserve-side instructor
for a tumbling exit. (2) Instructors signal for
provides the primary instruction,
deployment if below 5,000 feet.
3. If the student and remaining instructor using hand signals.
are on their backs spinning (roll-over 11. If the student fixates on the video or
5. If the student doesn’t start the
technique)— otherwise loses track of altitude—
practice deployments—
a. The instructor on grips— a. The instructors redirect the
a. Main-side instructor guides the
student’s attention back to the
(1) releases the arm grip and flips student’s hand to the handle.
skydive.
face-to earth, while maintaining b. The reserve-side instructor signals
a firm harness grip b. In the event of video fixation with a
for practice deployments.
videographer who holds an AFF
(2) stops any turning or rotation 6. Incorrect hand placement during rating, the videographer may signal
before initiating the roll-over practice deployments the student to deploy (included in
maneuver.
a. The instructors should correct as the student’s briefing).
(3) reaches across the student to a follows: c. Instructors signal the student to pull
grip on the opposite main lift
web or leg strap, clear of any (1) The main-side instructor guides or otherwise initiate deployment
operation handles. the student’s right hand to the themselves (according to procedure)
deployment handle. by 3,500 feet.
(4) pushes down on the near grip
while pulling on the farther grip (2) The reserve-side instructor G. CATEGORY C (RELEASE DIVE)
to roll the student over, yelling, guides the student’s left hand. PROBLEMS
“Arch!” b. If the student’s hand placement 1. If the student establishes an incorrect
b. The released instructor should during the practice deployments is body position—
remain alongside and no higher unsafe (for example on the cutaway
a. The instructors correct the student
than level to assist as soon as the handle), the instructor should be
prior to release if it appears that the
formation re-stabilizes or in case prepared to stop unsafe movement
problem will affect stability.
the other instructor loses both grips. during the actual deployment.
b. The instructors begin the release
c. The remaining instructor rejoins c. If the main-side instructor is
procedure (reserve-side first on
the group. struggling with the student, the
main-side’s signal) tentatively to
d. Both instructors continue to work reserve-side instructor should
make sure that the student is
with the student to restore a good assist with main deployment.
controlling the freefall.
body position. 7. If the student’s body position
2. Heading drift following release: The
4. AFF jumps should be made from a deteriorates during or after the
instructors maintain their position
minimum of 9,000 feet AGL. practice deployments, the instructor
relative to the student without contact
should re-grip if necessary, signal
F. CATEGORY A AND B PROBLEMS and try not to become a distraction.
corrections, and note for the debrief.
Throughout the flow of the dive, the 3. In the event of a spin (heading change
8. If the practice deployments come too
instructors should make a mental note of greater than 360 degrees at a rate that
slowly and begin to overlap tasks to
instructors can’t follow), pronounced
incorrect student performance both for be performed at a lower altitude, the
backslide, or extreme buffeting, the
the debrief and as a possible indicator of instructors should re-grip and signal
instructors should re-dock.
events to come. or otherwise ensure deployment at
the correct altitude. a. Main-side instructor presents the
1. No Circle of Awareness after the first corrective signal, with reserve-
five seconds: Main- or reserve-side 9. If the student panics, the instructors
side instructor as a back-up.
instructor shakes the student’s arm as gain the student’s attention or otherwise
necessary and signals for the CoA. control the situation and initiate a b. Re-release if the student responds.
2. Problems with the CoA (the student higher-than-normal deployment. 4. Stopping a spin
looks at the wrong instructor first; 10. Late wave-off (below 5,500 feet) a. Stop the spin before it becomes
looks away before the instructor a. It is a common procedure for the hazardous.
acknowledges): The instructors keep student to be told to “lock on” to
the flow of the dive moving. b. Get level with the student and close.
the altimeter 500 feet prior to
3. Ripcord handle out of pocket and initiation of the deployment (1) Don’t rush.
floating or pilot chute dislodged sequence, which generally begins (2) Aim for the rotation point
(possible responses) with a wave-off. (center) of the spin.

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 AFF Instructor Rating Course | 61
6. If the student slides during the turn, the (1) The main-side instructor signals

A-3
instructor remains within arm’s reach. for pull (if above 4,500 feet) and
AFF METHOD 7. If the turn stalls or the student begins deploys the student’s parachute
to spin— at or below 4,500 feet.
a. The instructor becomes more (2) The reserve-side instructor
conservative and re-docks to signals for deployment until
(3) Drive forward with legs and correct the student with the 4,000 feet and then deploys the
maintain positive pressure. appropriate hand signals, student’s main between 4,000
(4) )When faced with a fast spin, attempting to salvage as much to 3,500 feet
protect your head by raising student learning as possible. (i) if the student is equipped
the forearm that’s into the spin. b. The problem is most often solved by with a reserve-side main-
(5) Take the first grip that presents having the student extend both legs activation handle
itself between the elbows and slightly and relax. (ii) if the primary main
the knees. 8. If the turn overshoots— activation handle is
(6) Grabbing a student’s forearm, available to the reserve-
a. If the student is in control (turn rate side instructor
wrist, hand, or foot to assist constant or decreasing), allow one
with stability, particularly a revolution to correct (stop turn if it (3) If the student’s main can’t be
spin, usually results in inverting exceeds 720 degrees). deployed, the reserve-side
the student. instructor deploys the student’s
b. If the turn is accelerating (happens reserve by 2,500 feet.
5. Regaining lost stability following release rapidly as student tenses), re-dock
a. React quickly and aggressively in immediately and correct as required 3. Deployment problem sequence for
re-docking on a student who requires with the appropriate hand signals. Category C skydive (two instructors)
stability assistance and corrections. 9. If the student is back to earth and not a. No wave-off at 5,500 feet: The
b. Re-dock at the hips or near the recovering by arching, the instructor instructors present “altitude check”
center of mass. re-docks and performs the roll-over signals from 5,500 feet to 5,000 feet.
c. Use the roll-over technique if the technique, carefully watching altitude. b. No initiation of deployment at
student loses stability before the 10. If the student tumbles— 5,000 feet: The instructors give
instructors can re-grip. the student the “pull” signal from
a. The instructor re-docks, restores 5,000 feet to 4,500 feet.
6. Role reversal control, and tries to salvage as
much learning as possible. c. No response, slow response, or
a. If both instructors are chasing a incorrect response to deployment
student following a large separation, b. It may be inappropriate to re-release signal
the closer instructor should go to the student for a solo deployment.
closer side of the student. (1) The main-side instructor
11. If the student is still turning or appears re-docks to assist deployment
b. Instructors should know both ready to continue turns below 6,000 from 4,500 feet to 4,000 feet.
roles and not struggle to regain an feet, the instructor re-docks and signals
original position. “no more turns,” and re-releases only (2) The reserve-side instructor
after the student acknowledges. re-docks to assist stability and
H. CATEGORY D (SINGLE continues to give the pull signal.
INSTRUCTOR) PROBLEMS 12. If the student is attempting turns at
wave-off altitude, the instructor signals d. If the student fights the assist, the
1. No circle of awareness after exit: for wave-off or deployment (depending main-side instructor deploys for
a. The instructor assesses the student’s on altitude) and approaches the student the student between 4,000 feet
body position and (if no major in preparation for a re-dock, if required. and no lower than 3,500 feet.
problems exist) moves to the front. 13. If the student has difficulty with e. The reserve-side instructor
b. If the student appears attentive and initiating deployment, signal or assist initiates main deployment for the
simply missed the CoA, the instructor as appropriate. student below 4,000 feet but
signals for the practice deployment before 3,500 feet.
(optional), if not already completed.
I. DEPLOYMENT (BOTTOM-END f. If the main can’t be deployed, the
SEQUENCE) reserve-side instructor deploys
c. As soon as the student appears in
control, the instructor releases and 1. Standard sequence of deployment the student’s reserve by 2,500 feet.
moves into the facing position. problem solving 4. Deployment problem sequence for
2. If the student does not indicate readiness a. Present “altimeter check” signal. Category D
for release, the instructor encourages b. Signal for deployment. Note: The recommended ISP deployment altitude
is 500 feet lower in Category D than Category C.
the student and releases when safe. c. Re-dock (if released), in case Use the following sequence for deployment
3. If the 2-way piece spins during the assistance is necessary. problem solving on Category C single-instructor
transition (grip switch), minor tension d. Assist the student with
jumps, but begin everything 500 feet higher.
(gripped), or minor backsliding deployment. a. No wave-off: The instructor gives
(ungripped) on facing 2-way, the a wave-off prompt at 5,000 feet to
instructor signals for “legs out.” e. Deploy for the student. 4,500 feet.
4. Turn not initiated following release: 2. Category A deployment problems b. No response, slow response, or
The instructor signals that the student a. Missed main handle: The main-side incorrect response to wave-off
should turn (stirring motion). instructor guides student’s hand to signal: The instructor gives the
5. No altitude check (Circle of Awareness the handle. pull signal at 4,500 feet.
following turn): The instructor presents b. The student performs another c. No response, slow response, or
the “CoA” signal. practice deployment. incorrect response to deployment

62 | AFF Instructor Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
signal: The instructor re-docks to c. For any aircraft descent, disarm

A-3
assist at 4,000 feet. the AAD as required (see owner’s
manual). AFF METHOD
d. If the student fights the assist: The
instructor deploys for the student d. Prepare for a hard landing.
between 4,000 feet and no lower 3. Bailout: Exit and pull reserve.
than 3,500 feet. stabilizer out of the path of the
a. The instructor guides the student
e. If the main can’t be deployed, the to the door. deploying parachute.
instructor deploys the student’s b. The student places his or her left 2. The instructor(s) must get the student
reserve by 3,000 feet. hand on the reserve ripcord and off the aircraft immediately.
5. General pulls two seconds after exit.
D. SKYDIVER IN TOW
a. The instructors must ensure c. With sufficient altitude, the student
1. If the student is conscious and
student main deployment by 3,500 may use a similar procedure with
the main parachute. recognizes the problem and the
feet to allow both instructors time parachute is the main parachute, the
to get clear and open by 2,500 feet. 4. A poised exit and pull with either one student should attempt to cut away
b. No instructor should ever get or both instructors may be made and deploy the reserve.
above a student. whenever altitude allows.
2. If the student is unconscious or the
a. Poised exits should be eliminated parachute is a reserve parachute, the
(1) A student can deploy without
whenever the exit altitude is response will depend on the
warning.
below 4,500 feet. circumstances, including—
(2) AADs sometimes activate
b. Make a normal climb-out and exit. a. controllability of the aircraft
higher than the preset altitude.
c. The main-side instructor may b. landing terrain or facilities
c. The instructor(s) must ensure need to deploy the student’s main
student’s reserve deployment by available to the aircraft
parachute, depending on the
3,000 feet to get clear and open amount of time available and the 3. If the student is in tow due to an
by 2,500 feet. student’s experience and entanglement with a seat belt or jump
performance. suit, cut the offending attachment.
d. Under no circumstances should an
instructor attempt to catch a B. PARACHUTE OPEN IN THE E. DEPLOYMENT PROBLEMS
student or remain with a student AIRCRAFT 1. Student experiences a hard pull.
below the instructor’s minimum
1. If the parachute stays inside, first a. The instructor(s) re-docks, if
deployment (2,500 feet).
close the door, then notify the pilot. necessary.
e. The instructors must take care
a. Main—disconnect the canopy b. The main-side instructor assists
that one does not deploy the
release system and reserve static with the pull until 4,000 feet.
student’s main while the other
line, turn off the AAD, and all ride c. The reserve-side instructor (if
deploys the reserve.
down with the aircraft. available) attempts to deploy the
(1) Only if the main deployment b. Reserve— main from 4,000 to 3,500 feet.
handle is inaccessible should the
reserve-side instructor deploy (1) There are different d. If the student has not initiated
considerations for an open reserve deployment by 3,500 feet,
the student’s reserve parachute.
reserve container depending on the instructor (reserve-side, if
(2) Many systems have reserve- the airplane and the location of available) deploys the student’s
side instructor deployment the jumper in the airplane. reserve by 3,000 feet.
handles to make deploying the (2) One response might be to have 2. High-speed malfunction (container
main parachute easier for the the jumper completely remove lock, pilot chute hesitation, pilot
reserve-side instructor. the rig and land with the chute in tow, bag lock): The reserve-
airplane, although this may not side instructor remains to assist the
3-3: AFF EMERGENCIES be practical depending on the student to no lower than 3,000 feet
airplane. and leaves in time to get clear and
A. AIRCRAFT MALFUNCTION open by 2,500 feet.
(3) Another option is to have the
1. The correct response to a low-altitude jumper contain the reserve pilot F. INCORRECT SPOT
emergency will always depend on chute and press the container
circumstances, including the severity against the inside of the fuselage 1. The instructor(s) should check the
of the problem, the capabilities of the to prevent the reserve freebag spot before beginning to exit and
aircraft, the available terrain for landing from escaping, and land with the re-evaluate once in freefall.
the plane or parachute, and the abilities airplane. 2. If the spot is wrong, the instructor(s)
of the jumpers aboard. 2. If the parachute goes out the door, should give the deployment signal high
2. Landing with the aircraft is usually the student must exit quickly without enough for the student and instructors
waiting for a command from either to return to the landing area.
required for most aircraft emergencies
that occur below 1,500 feet. instructor. 3. If the student opens too low to return
to the landing area, the main-side
a. The student takes all direction C. PREMATURE DEPLOYMENT
instructor should lead the student
from the instructor(s). DURING THE EXIT SET-UP into an acceptable alternate landing
b. Fasten seat belts and buckle 1. If possible, the pilot should quickly area, with the reserve-side instructor
helmets, as necessary. skid the aircraft to get the horizontal as a back-up.

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 AFF Instructor Rating Course | 63
A-4 INSTRUCTOR’S
DUTIES
4. Instructor’s Duties
e. The following training aids may be E. POST JUMP
4-1: CONDUCTING THE JUMP used during review training:
1. Verify that the student has landed
(1) aircraft mock-up safely and returned to the operations
A. STUDENT PREPARATION
(2) training harness center.
(ASSESS, REVIEW, TRAIN)
(3) landing trainer a. All equipment accounted for and
1. Introduction of student and
put away.
instructor(s) (4) other
b. The student knows the debrief plan.
a. on the instructor’s initiative f. The longer the interval between
jumps, the more the student will 2. Debriefing
b. familiarizes the two with each
have forgotten.
other a. The debrief provides instructors
2. Introduce the performance objectives with an opportunity to facilitate the
c. sets the tone for the conduct of of the next lesson and advancement learning process by encouraging the
the training and jump criteria for the next jump. student to recognize their
2. Administrative a. Use the AFF team-teaching concept achievements and what they did
a. paperwork (registration, waiver) if possible, otherwise be prepared correctly, as well as help them realize
to teach a solo session. what is needed to move forward in
b. payment their skill development.
(1) If team teaching, split 60/40,
c. documentation available (logbook, main-side/reserve-side b. The student must become more
A license application card) instructor. aware of their strengths and
d. training and review complete weaknesses and take responsibility
(2) The reserve-side instructor
facilitates the training and for their training.
3. Personal
provides quality control. c. The debrief process contains the
a. water, food, restroom following steps:
b. Use appropriate descriptions and
b. pockets cleared, jewelry off, gum demonstrations. (1) restate the goals
disposed
c. Conduct informal rehearsals using (2) things that worked
c. special considerations (medical) the appropriate training aids to
enhance realism. (3) things that need improvement
4. Disposition
3. Be sure the student is equipped (4) how to improve
a. behavior consistent and positive
correctly for the skydive (equipment (5) make new goals
b. perspiration check before rigging up).
d. Restate the goals
c. breath 4. Prepare the canopy flight plan.
(1) the student will most likely
d. breathing rate 5. Conduct a full-dress rehearsal or dirt focus on the negative parts of
e. rate of movement (nervous or dive until the student performs the jump
everything smoothly and correctly.
jumpy?) (2) restating the goals helps them
a. without coaching or prompting open up their mind to the rest of
f. voice
b. real time the tasks whether it be the exit,
B. TRAINING break-off or canopy control tasks
6. Perform the pre-boarding equipment
1. Each instructor is responsible for all check. e. Things that worked
previous training.
a. Instructors check the student, (1) ask the student what went well
a. thorough review of the student’s including all personal items and on the jump, what he did well
performance records the radio.
(2) the student will naturally want
(1) logbook b. Instructors check each other’s to focus on the negative; by
(2) A license application card equipment in front of the student. having him state what he did
C. ABOARD THE AIRCRAFT well on the jump, it starts the
(3) DZ master log debrief on a positive note
(4) discussion with previous 1. Monitor the student’s equipment.
(3) this process will need to be
instructors 2. Coordinate exit position and planned repeated on several jumps
b. student’s subjective evaluation of interaction with other jumpers or before the student typically
the previous jump (What did the groups during exit. starts to enter the debrief on a
student think?) 3. Encourage self-reliance. positive note stating what they
liked about their performance
c. questions specific to the last 4. Conduct the pre-exit equipment check.
then noting what they need to
skydive 5. Supervise spotting, according to the improve on
d. thorough review of the required student’s level.
f. Things that need improvement
areas in the Integrated Student
Program for that particular category
D. JUMP SUPERVISION (1) ask the student what needs
of jump based on student’s logbook. According to AFF method improvement

64 | AFF Instructor Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
(2) this lets you know if the recommendations, particularly those

A-4
student is aware of his errors pertaining to student jumps. INSTRUCTOR’S
(3) if the student overlooks a part 3. Minimum experience qualifications DUTIES
of the skydive that should have
a. 300 group freefall skydives
been recalled, play through the
video again and ask him how he b. 50 jumps flying camera with
felt about performing the skill experienced jumpers (2) pin in place at least halfway,
to see if it jogs his memory but not shouldered onto the
c. hold a USPA Coach rating grommet
(4) if it does not, this is the instructor’s 4. Considerations for jumpers
opportunity to restate the (3) no more than ten percent visible
photographing AFF jumps fraying to the closing loop
goals of the jump and provide
guidance on how to improve a. The camera flyer needs to remain (4) closing loop tight for properly
clear of the student and instructor(s) closed container
g. How to improve
during exit.
(1) ask this question to the student (5) reserve in date, seal intact
b. interaction with students
(2) the student should have a good c. main closing (hand deployment)
(1) Only AFF-rated Instructors may
idea of what he needs to work on (1) flap closing order and bridle
interact with students during
(3) if the student cannot see the AFF jumps. routing correct
answer, this is the opportunity
(2) Camera flyers who hold an AFF (2) slack above the curved pin
for the instructor to review the
correct techniques and assist rating may interact with (3) pin fully seated
him to see what is needed students at the discretion of
the supervising AFF (4) tight closing loop, with no more
(4) patience and good listening Instructor(s) on the jump. than ten percent visible fraying
skills of the instructor will help (5) pin secured to bridle with no
the student take charge of his (3) A camera flyer with an AFF
rating is not to be considered more than ten percent fraying
learning and become further
committed to his goals as one of the required AFF (6) collapsible pilot chute cocked
Instructors for the jump;
h. Make new goals however, the value of wearing a (7) pilot chute and bridle with no
camera while acting as AFF more than ten percent damage
(1) ask the student what he would
Instructor is recognized. at any wear point
like to do on the next jump
5. The USPA Instructor(s) should correct d. main closing (ripcord)
(2) if the goals and expectations of
each jump are clear, the student any camera flyer actions that cause (1) free movement of the cable in
should be quite realistic about concern. the housing
his performance
4-3: PRE-JUMP CHECKS (2) secure cable housing ends
(3) if the environment has been set
(3) ripcord end not kinked or nicked
that “mistakes are OK” the A. INTRODUCTION
student should have a realistic (4) closing loop with no more than
assessment of what he needs to 1. One of the instructor’s greatest ten percent fraying
do on the next jump, even if it responsibilities is equipment
management. e. main deployment handle in place
means repeating the same jump
2. Preparation before boarding prevents f. canopy release system and RSL
(4) the Instructor’s role during the
debrief should be one of a accidents. (1) correct canopy release assembly
facilitator 3. Having an organized routine will make (2) RSL connected and routed
(5) asking questions and directing the operation run more smoothly. correctly
the student to the right 4. Conduct three complete equipment g. chest strap and hardware
information through self- checks.
realization will be of greater (1) snap type connected and
benefit to the student a. before rigging up adjusted
F. ADDITIONAL TRAINING b. before boarding (2) friction adapter type: threaded
c. before exit correctly, adjusted, and running
The instructor conducts or supervises end secured to prevent slippage
the required training in equipment, rules B. EQUIPMENT PREPARATION
and recommendations, and spotting and h. reserve ripcord handle
1. Always check the rig in a logical order,
aircraft appropriate for the student’s level i. canopy release handle
such as top to bottom, back to front.
of advancement (category). j. harness adjustments
2. A typical sequence (varies according
4-2: VIDEO AND CAMERA to equipment configuration) k. leg straps and hardware

1. Video has proven to be an effective a. automatic activation device (1) threaded properly
training and marketing aid, but the (1) switched on (2) hardware function (snap
USPA Instructor must approve and operation)
(2) calibrated
brief the videographer prior to the
l. outer clothing (or jumpsuit)
jump. b. reserve ripcord
(1) free movement
2. Refer to the Skydiver’s Information (1) movement of the cable in the
Manual, Section 6, for camera flyer housing (2) adequate protection on landing

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 AFF Instructor Rating Course | 65
g. Radio or other means of

A-4 INSTRUCTOR’S
DUTIES
communication
(1) all required equipment in place
and ready
(2) all required personnel
(3) secure; can’t impede handle
coordinated
access
(4) pockets empty, jewelry (3) entire team informed of the
removed canopy flight plan
(5) fall rate (if applicable) (4) “no-jump” signal prepared
3. Using the same sequence, check the (5) student’s radio on
equipment after the student is
completely rigged everything is 5. Perform another pre-jump inspection
adjusted, paying particular attention in the aircraft prior to exit.
to the following:
C. AIRCRAFT PREPARATION
a. risers over the shoulder, not under
the arm 1. Inspect and prepare the aircraft.
b. release handle not under the main a. familiar with door operation
lift web
b. protrusions removed
c. proper threading of harness
hardware c. smooth edges

d. chest strap routed clear of the d. seat belts clear


reserve ripcord e. knife aboard
e. twisted harness straps
f. paperwork for jump modifications
f. comfort pads in position
g. pilot rig in date
g. overall adjustment and fit: A loose
harness may allow the container 2. Brief the pilot.
to shift in freefall, causing stability a. spot
problems.
b. routine procedures
4. Student’s personal equipment
(SHAGGAR, explained below): c. flap settings and airspeeds
a. Shoes d. emergency procedures
(1) appropriate for the student (1) aircraft malfunctions
jumping; sandals, heels, and
leather (or synthetic leather) (2) premature openings
soles not recommended
e. flight plan and altitudes for the
(2) hooks taped load
(3) laces double knotted
D. JUMP CONDITIONS
b. Helmet
1. Up-to-date weather forecast
(1) adequate protection
2. Surface winds and winds aloft
(2) fit and adjustment
3. Daylight remaining
c. Altimeter
(1) readable by student E. REFER TO SIM 5-4, PRE-JUMP
(farsightedness?) SAFETY CHECKS AND
(2) zeroed BRIEFINGS
d. Goggles
4-4: RECURRENCY TRAINING
(1) correct type for contacts or
glasses 1. The IE and USPA Instructor rating
(2) clear and clean candidates review USPA recurrency
recommendations for students and
(3) tight
experienced jumpers found in SIM
e. Gloves Section 5-2.
(1) worn for jumps into 40 degrees 2. Recommended recurrency training
or cooler
and jumps for most licensed skydivers
(2) light and flexible may be conducted by a USPA Coach
f. Aerial photograph for pattern under a USPA Instructor’s
planning (USPA Flight Planner) supervision.

66 | AFF Instructor Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
A-5
DEMONSTRATION
AND GROUND
PRACTICE FOR
5. Demonstration and Ground Practice for Evaluations EVALUATIONS

A. PURPOSE EVALUATION JUMP 2


1. After the classroom portion and prior Follow the dive flow from Category D,
to evaluations, the IE and staff Dive Plan #2 of the Integrated Student
demonstrate how to conduct the Program, but with a gripped exit and
student training and jump activities 360-degree turns.
for which the candidates are being
rated and evaluated. D. PRACTICE
2. Candidates may practice the skills,
supervised by the course staff,
keeping in mind that course time is
limited and evaluations must soon
begin.
3. In the AFF Instructor Rating Course,
practice and evaluation training and
dives are conducted identically.
B. AFF SESSIONS
1. How to conduct training for the AFF
flow of the dive in Categories A-E
a. freefall and exit
b. canopy
2. How to conduct practice and
evaluation jumps: review and training
of a student for Categories C and D
3. Prior-to-boarding sequence
a. equipment preparation
b. jump preparation
c. pre-boarding equipment check
4. Pre-boarding, boarding, climb-to-
altitude, and pre-jump sequence
a. control of the student in the
loading area and in the aircraft for
boarding and the climb to altitude
b. view of the airport, landing area,
and landing pattern review
c. dive flow review
d. pre-exit equipment check
procedures
e. control of the student’s movement
in the aircraft during climb-out
f. spotting and pilot communications
5. Exit recovery and rollover techniques
6. Student in-air observation and
instruction, including hand signals
7. Pull-time sequence
8. Post-jump critique
C. DIVE FLOWS
With the evaluator acting as student—

EVALUATION JUMP 1
Follow the dive flow from Category C,
Dive Plan #1 (two instructors) of the
Integrated Student Program.

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 AFF Instructor Rating Course | 67
A-6
CANDIDATE
PRACTICE AND
EVALUATION
6. Candidate Practice and Evaluation
5. Practice training and jump c. student trial and practice
6-1: STANDARD EVALUATION evaluations d. review and evaluation
PROCEDURES a. Candidates may make complete
e. supervision (equipment—three
practice evaluation dives or begin
checks, pre-boarding, and
A. INTRODUCTION testing without practice.
boarding)
1. This section of the course is to be b. All evaluations skydives are
f. climb to altitude
presented to the candidates with all conducted to an identical standard,
evaluators for that course present. whether they are the practice (1) helmet and seat belt
evaluations or actual evaluation (2) view of airport
a. serves as the evaluator’s briefing jumps.
b. reassures the candidates that they (3) deployment altitude review
c. At the discretion of the AFF IE,
are fully informed of all evaluation some ground performance (4) mental review
criteria and instructions preparations conducted during (5) verbal review
c. provides a dialog and rapport weather delays may be counted
towards the final score for the (6) equipment check prior to exit
between candidates and
evaluators before testing begins course. (7) spotting
2. The AFF Instructor Rating Course d. Course evaluators must wear hard g. opening to landing
includes two practical evaluation helmets and must be equipped with
an automatic activation device for (1) observe student canopy control
sections
both practice jumps and actual (2) set good example
a. ground preparation, student evaluation jumps.
supervision, and debriefing h. debriefing
evaluation B. GENERAL (1) walk and talk
b. in-air skills and instruction 1. To ensure standardized procedures, (2) video reviewed
evaluation each evaluation should be conducted
in generally the same manner and to (3) corrective training
3. The course also includes a written the same standards of performance. (4) decision to advance
exam.
a. Scenarios will be drawn from an (5) preview next dive
4. There are two formats of evaluation ordinary skydiving school
dives: environment. (6) paperwork
a. Category C, two instructors: Each b. Evaluators should make the 2. In-air skills and instruction (“air”)
candidate is evaluated on the main evaluation scenarios both evaluation: Each candidate is evaluated
and reserve side for— challenging and a learning in all the subject areas and sub-areas
experience for the candidates. shown on the AFF In-Air Skills and
(1) ground instruction skills Instruction Evaluation Form.
(1) Evaluator challenges will provide
(i) At least one Category C opportunities for the candidates a. exit
ground prep as a team to instruct as well as supervise (1) exit control
with another candidate in freefall.
(2) exit funnel actions
(ii) At least one Category C (2) The evaluator may not correct
ground prep as a solo or assist the candidates during b. circle of awareness
candidate the evaluations with the (1) signal presentation
(2) student preparation and exception of discrepancies that
might compromise safety on (2) correct signals given
supervision prior to the jump
and during canopy descent that jump. (3) transition (single instructor)

(3) ability to deal with climb-out 2. The evaluators comments, including c. freefall
start and stop times, will be recorded
and exit problems (1) release sequence
on the candidate’s evaluation form for
(4) in-air flying and instructional discussion and correction during the (2) remaining in position
and skills evaluator’s debrief. (3) freefall instruction
(5) observation and supervision of C. AREAS TO BE EVALUATED (4) slot flying
the student under canopy
1. Ground training, supervision, and (5) maneuver flying
(6) debriefing skills debriefing (“ground”) evaluation: Each
AFF Instructor candidate is evaluated (6) major separation flying
b. Category D, single instructor: Each
candidate is evaluated as in in all subject areas and sub-areas (7) re-dock, signal, re-release
shown on the AFF Ground Training,
Category C above, plus— (8) altitude reminders
Supervision, and Debriefing
(1) solo ground instruction Evaluation Form. d. rollover
(2) in-air solo instruction a. preparation (1) response time
(3) overall control of the skydive b. explanation and demonstration (2) effective rollover

68 | AFF Instructor Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
(3) instruction and re-release b. continues through canopy descent

A-6
and the return of the jumpers to the CANDIDATE
(4) altitude reminders
packing area PRACTICE AND
e. stop spin EVALUATION
c. ends when the candidate(s)
(1) response time complete the debrief of the
(2) effective spin stop evaluator, acting as the student
the candidate(s) for all subjects of the
(3) instruction and re-release evaluation process, to include—
AIR EVALUATION
(4) altitude reminders a. brief review of the evaluation
1. The air evaluation is scored on the procedures
f. pull sequence AFF In-Air Skills and Instruction
(1) altitude reminder Evaluation Form. b. comprehensive and detailed
explanation of the scoring criteria
(2) pull signal 2. A score of at least 75% on all applicable
sections, with no automatic unsats, is c. the level of performance expected
(3) re-dock
required to pass each air evaluation. d. specific safety and scoring
(4) assist reminders
3. The minimum exit altitude for all
(5) pull (or slap) by 3,500 feet evaluation jumps is 9,500 feet AGL e. evaluator’s equipment
D. EVALUATION SCHEDULE 4. Evaluation begins when the evaluator’s (1) Evaluators will wear standard
torso clears the threshold of the door student accessory equipment,
or step and ends— including clear goggles or visor,
GROUND EVALUATION shoes, and hard helmet.
1. The ground evaluation is scored on a. for the main-side instructor
candidate when the simulated (2) The evaluator will declare
the AFF Training, Supervision, and equipment to be used on the
Debriefing Evaluation Form. deployment handle is activated
actual jump and instruct
2. Evaluation for preparation, explanation b. for the reserve-side instructor candidates to ignore specific
and demonstration, student trial and candidate after riding through the equipment preferences of the
practice, and review (ground training)— simulated deployment (evaluator’s evaluator not ordinarily found
very vigorous wave-off) on students (hook knife, etc.).
a. begins when the evaluator calls
“time in,” and the candidate(s) begin c. for all at 4,000 feet or with (3) All rigging problems must be
training the stand-in student evaluator’s end-of-dive wave-off determined during the pre-
(very vigorous wave-off, or with boarding equipment check.
b. ends when the candidate(s) declare evaluator, actual deployment and
the ground training portion of the actual ride through by the (4) Under no circumstances will an
evaluation complete candidate) evaluator attempt to board an
aircraft with mis-rigged
3. Once the ground training portion of d. Candidates should not confuse the equipment or exit an aircraft
the evaluation is complete, the air “student” waving at the video with contrived equipment
evaluations will be conducted in camera flyer with the evaluator’s problems.
conjunction with the 20-minute call signal that deployment has been
and debrief (5) The evaluator may present non-
accomplished. safety equipment problems to be
a. The candidate(s) manifest the load. caught during the pre-exit
E. GROUND RULES FOR
b. The candidate(s) inform the check aboard the aircraft.
EVALUATIONS
evaluator where to meet on the f. mock written training record,
20-minute call for the load. 1. All ground preparation evaluations will
background, and scenario on the
be for Category C and D evaluation
c. The candidate(s) are released until simulated student to be trained,
jumps. which will include the simulated
the 20-minute call for the load.
2. Teaching of aircraft spotting will be student’s prior performance
4. The evaluation for supervision and
conducted during the ground training deficiencies
climb to altitude—
for Category D jumps only but will be g. an opportunity for the candidates
a. begins at the 20-minute call for eliminated from the practical to ask questions about the skydive
the load (in-aircraft) evaluation of those and the evaluation procedure
b. continues through pre-boarding, single-instructor evaluation jumps.
5. Each candidate is expected to follow the
aircraft climb, climb-out, and pre- 3. Each ground training evaluation will ISP outline for the jump to be trained
exit procedures be followed by a practice or actual and include all the points listed on
c. ends when the evaluator’s torso evaluation jump with the following the AFF Instructor Rating Course
clears the threshold of the door or exceptions at the IE’s discretion: Ground Preparation Checklist.
step for the actual release from the a. The candidate has satisfactorily 6. The candidate(s) arrange for a stand-in,
aircraft completed the in-air instruction preferably a candidate in the course, to
5. As the exit commences, ground evaluation sufficiently to pass that be trained while the evaluator takes
evaluation pauses for the air evaluation part of the course. notes.
and resumes when the air evaluation b. For aircraft or weather delays or a. The evaluator briefs the stand-in
ends. other special considerations, the IE privately regarding any tendencies
6. The evaluation for opening to landing may allow multiple ground training or deficiencies of the student the
and debriefing— evaluations prior to jumping. stand-in is portraying.
a. begins once the group’s parachutes 4. Prior to each evaluation session, the b. The stand-in will present an
are open evaluator will conduct a briefing with imperfect performance during the

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 AFF Instructor Rating Course | 69
scenarios using experienced b. The IE may recommend additional

A-6
CANDIDATE skydiver skills. training for the candidate or that
PRACTICE AND the candidate not continue with
c. Evaluators should present fall-rate
EVALUATION the in-air practical evaluation of
challenges to the candidates that
the course at this time.
allow them to demonstrate fall-
rate range. 4. Mandatory scores of Unsatisfactory
training, as briefed by the evaluator,
to test the candidates’ ability for 12. Video a. ground evaluation
recognition and corrective training. a. It is recommended that a video (1) failure to conduct review
c. Evaluators will base their simulated camera flyer be hired at the training based on the outline
student performance on the next candidates’ expense to record all topics required for the ISP
practice evaluation or actual evaluation jumps. category
evaluation jump upon the training b. The video of the jump may be used (2) failure to perform training for
given during the ground evaluation. to improve the score of a the performance objectives
d. In the event of a perfect ground candidate’s performance, but using the preparation,
evaluation, the evaluator will create never to downgrade it. explanation and demonstration,
challenges that adequately test the trial and practice, and
c. Video camera flyers are to deploy evaluation and review method
candidate’s in-air skills.
at the evaluator’s full-body wave-
7. The evaluator may call a “time out” (3) insufficient repetition during
off signaling the end of freefall
during any part of the evaluation, but practice or insufficient
engagement or 3,500 feet,
the candidates may not, except for correction and positive
whichever comes first.
safety reasons. feedback for the student to
d. Candidates should not wear acquire the skills
a. The evaluator should call time- helmet-mounted cameras due to a
outs only when necessary. (4) bad spot where the simulated
risk of entanglement and injury to student would not be able to
b. The evaluator will allow time for the evaluator (and other candidate return to a safe landing area
the candidate(s) to regroup during Category C1 evaluations) on
following a time-out. the evaluation jump. (5) jump in violation of FAA cloud
clearance minimums
8. The evaluation and scoring begins at 13. At the end of each evaluation session,
the 20 Minute Call. The evaluator and the evaluator will debrief the candidate (6) missed major rigging errors
candidates arrive fully rigged and ready on the performance. during the pre-jump equipment
to jump. The evaluation includes inspections (three required),
a. reinforcement of areas where the including but not necessarily
testing for the ground and air portions;
candidate was successful limited to:
supervision, pre-boarding, climb to
altitude, in-flight procedures, pre-exit b. where possible, instruction, (i) missing altimeter or
procedures, canopy and debrief will all including demonstration and goggles
be part of the 20-minute call. The air practice, to correct deficiencies
evaluation will also be part of the (ii) misrouted three-ring
c. assignment and necessary release system or
20-min call evaluation, but the ground
explanation of the scoring for that improperly routed RSL
and air portions will be evaluated and
evaluation (depending on the severity)
scored separately.
9. Role playing: To aid the candidates to F. SCORING (iii) improperly routed or
view the evaluator as a student, during threaded chest strap
1. Ground evaluation: Each candidate is
the remainder of evaluation the evaluator allowed up to three ground evaluations (iv) unsuitable parachute
will play the role of the student just (not counting practice) to obtain a assembly
trained in the ground evaluation. score of Satisfactory for a minimum of (v) altimeter not zeroed
10. During the evaluation for the course, one Category C and one Category D
ground evaluation. b. air evaluation
each candidate should be presented with
a problem that requires the candidate (1) candidate deployment below
2. Air evaluation: Each candidate is
to simulate a student deployment or pull 2,500 feet
allowed up to four jumps to obtain
the simulated reserve side activation (2) failure to simulate student
the required 75% score in all three
handle (when used), indicating deployment by 4,000 feet
evaluation positions simulating jumps
deployment of the main canopy.
from the USPA Integrated Student (3) continuing in the evaluation
Note: In case the reserve-side instructor is Program. below 4,000 feet (hard deck)
uncertain whether the simulated deployment a. main-side instructor on a two- (4) failure for reserve-side or
has occurred, he or she is encouraged to instructor Category C jump remaining instructor to ride
make a secondary slap, indicating
deployment of the main canopy. b. reserve-side instructor on a two- through deployment (until
instructor Category C jump evaluator’s “student deployment”
11. Fall rate wave-off or 4,000 feet or the
c. solo instructor on a Category D main canopy deployment if the
a. On Category D evaluation jumps, jump
candidates may be presented with evaluator uses the actual main
significant vertical and horizontal 3. Unsafe performance deployment as part of the
separation that must be negotiated evaluation.)
a. The evaluator must advise the IE of
to continue adequate observation. any performance that, in the Note: No malfunctions will be simulated,
b. Evaluators will not present evaluator’s opinion, creates a safety except floating deployment handle or hard
impossible fall-rate or separation hazard during an evaluation jump. pull.

70 | AFF Instructor Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
(5) candidate’s failure to obtain c. The candidate may repeat the air

A-6
sufficient horizontal separation evaluation process at another AFF CANDIDATE
after break-off Instructor Rating Course or by PRACTICE AND
appointment with a USPA AFF IE EVALUATION
(6) creating instability for the
when retesting is performed within
evaluator at the simulated
12 months of the original course.
deployment time
d. If the candidate is unsuccessful in
(7) collision with the evaluator or
the repeat evaluation, he must
another candidate
retake the complete AFFIRC.
(8) deployment of the “student”
3. Written exam retesting
above 4,500 feet
a. Each candidate will be provided a
(9) hindering student learning
second opportunity to pass the
(10) inability to assist simulated test during the course.
unstable student
b. Failure to answer 100 percent of
(11) other the questions correctly on the
second attempt will require the
Note: “Other” is not meant as an open or candidate to study, retake the
broad interpretation of the reasons for a classroom portion of a future AFF
score of Unsatisfactory; rather, it is reserved Instructor Rating Course, and pass
for unforeseeable situations that in the the written exam at that course.
judgment of the evaluator and the IE would
compromise the safety of an evaluator or a 4. A candidate who fails to obtain a score
real student. of Satisfactory in one or all areas of the
AFF Instructor Rating Course will be
G. RETESTING required to wait fourteen (14) days
1. Ground evaluation retesting before attending another AFFIRC,
unless a detailed training plan is
a. Failure to obtain a score of developed for the candidate by the IE,
Satisfactory in all areas of the AFF which is executed within the time
Training, Supervision, and frame decided upon by both parties
Debriefing Evaluation Form after before the candidate may attend
three sessions will require another USPA AFF Instructor Rating
retesting for the entire ground Course. The disqualified candidate may
evaluation section at another AFF act as a stand-in student for ground
Instructor Rating Course. evaluations as approved by the
b. After failure to achieve a score of attending IE.
Satisfactory on the review and 5. Retesting fees: All retesting and
evaluation area of the AFF Training, re-evaluation fees are at the
Supervision, and Debriefing discretion of the IE.
Evaluation Form after three training
sessions and if that candidate has 6. All portional retesting must be
passed all other sections of the accomplished within 12 months of the
course, the candidate may repeat failed or incomplete course, or the
the evaluation for only that candidate must retake the complete
subsection when retesting is course.
performed within12 months of the
original course.
c. If the candidate is unsuccessful in
the repeat evaluation, he must
retake the complete AFFIRC.
2. Air evaluation retesting: A candidate
must repeat the air evaluation section
who has:
a. completed three two-instructor
evaluation jumps in Category C
without obtaining all the required
scores of 75 percent on the In-Air
Skills and Instruction Evaluation
Form acting as both main-side and
reserve-side instructor
b. completed four evaluation jumps
and has not obtained all the
required scores of 75 percent on
the In-Air Skills and Instruction
Evaluation Form on a single-
instructor evaluation jump in
Category D

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 AFF Instructor Rating Course | 71
72 | AFF Instructor Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
AFF INSTRUCTOR RATING COURSE
GROUND EVALUATION CHECKLIST
1. Introduction (15-20 minutes) FF hard pull FF e ffective mix of explanation and
a. Instructor(s) FF total malfunction demonstration with trial and
FF names FF pilot chute in tow practice
FF backgrounds FF horseshoe FF on-the-spot correction, using hand
b. student FF two canopies out signals when possible
FF motivations FF inflation malfunctions (bag lock, FF performance objectives explained
FF physical condition: medical, vision, streamer, line-over, major damage, thoroughly and properly
hearing, age, weight, dental, scuba, etc.) FF each objective explained and
injuries, blood donations, FF minor problems (pilot chute demonstrated individually, with
prescription and non-prescription hesitation, line twists, end cells, stuck student trial and practice for each
drugs, alcohol slider, minor damage, control line FF skills mastered individually, then
FF USPA membership, waiver, etc. malfunction, etc.) combined
FF appropriate clothing (pockets, FF identification and controllability FF effective mix of vertical and
jewelry) check (acronym, e.g., “there, square, horizontal training
FF non-jump background steerable,” etc.) FF real-time dirt dives without
FF logbook FF decision and execution altitudes coaching
FF video (previous, this jump?) FF do-not-cut-away-below altitude FF realism
FF student’s subjective evaluation FF collisions and avoidance b. training aid use
FF procedure to prepare for jump (time FF open container FF vertical trainer
frame, etc.) e. landing FF horizontal trainer (body position and
c. skydive FF use of landing trainer mock-up techniques must be correct at all
FF tie-in to previous experience FF water times; simulate overshoot of turns
FF introduce objectives (emphasis on FF trees for realism)
pull altitude) FF wires FF real time use (e.g., clock altimeter)
FF brief description (concept, flow) FF other obstacles, prevention, drag
7. Meeting Student (20-Minute Call)
FF demonstration and video, if recovery
FF pre-jump equipment check (student
available FF avoidance
and instructors)
d. major changes FF PLF demonstrated by student
FF pre-boarding supervision
FF intentional release (Category C)
3. Hand Signals (5 minutes) FF full-dress rehearsal at mock-up or
FF one instructor (Category C and
aircraft
higher) (best done during dirt dives)
FF boarding
FF potentially steeper exit FF pull signal
FF not following instructor to side, head FF close knees signal (Category C) 8. Climb to Altitude
toward instructor, help with FF wave off and “tongue out” signal FF helmet and seat belt
transition to instructor in front (single instructor) FF view of airport from aircraft
FF other signals FF deployment altitude review (at
2. Review (20-25 minutes)
correct altitude)
a. equipment 4. Aircraft Procedures (10 minutes)
FF student mental rehearsal
FF use of checklist or flight planner FF climb out and exit
FF student verbal rehearsal with
FF equipment (student checks rig in FF all aircraft covered
instructor(s)
Category D) FF spotting
FF spotting
b. aircraft 5. Canopy Control (10 minutes) FF supervision during pre-exit and
FF use of mock-up or aircraft FF use of DZ photo or flight planner; climb-out
FF low altitude (landing with aircraft) walk in field
FF bail out 9. Opening to Landing
FF main
FF poised exit FF observe canopy control
FF reserve
c. freefall FF set good example
FF exit point
FF loss of one instructor FF holding area 10. Debriefing (10-15 minutes)
FF alone in freefall (new for Category FF landing pattern from different FF use of appropriate area (aircraft,
C) directions mock up, etc.)
FF unstable at pull time FF ground guidance FF walk and talk
FF loss of altitude awareness FF alternate guidance (instructor, etc.) FF student’s view first
FF unable to regain stability and over FF landing procedure: flare height, stall FF student’s perceptions correct
on back recovery FF instructor’s perceptions thorough
FF five-second rule FF effect of low turn and accurate
FF pull priorities FF proper review of video, if used
FF instructor pull 6. New Training (30 minutes)
FF emphasis on positive
d. equipment emergencies a. instructional strategy
FF advancement/non-advancement
FF use of training aids (harness, FF lesson and training environment
decision
photographs, pilot chute or ripcord prepared
FF corrective training
mock-up) FF explanations and demonstrations
FF introduction of objectives for next
FF premature container opening correct
level (if advanced) and flow of dive
FF floating ripcord, lost handle FF paperwork, log entry

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 AFF Instructor Rating Course | 73
74 | AFF Instructor Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
SAMPLE EVALUATION FORM
Preparation FF Unsatisfactory FF Satisfactory
Individual knowledge. Organization, teamwork, instructional flow, preparation and control of training area, and use of training aids.

Explanation and Demonstration (Presentation) FF Unsatisfactory FF Satisfactory


Includes introduction. Objectives and flow of the dive, followed by a more detailed explanation of each point. It should be clear and understandable.
Horizontal and vertical demonstrations.

Student Trial and Practice (Application) FF Unsatisfactory FF Satisfactory


Efficient and effective. Develops student performance to the degree that the student (after mastering each individual skill) can perform the dirt dives
in real time without coaching. Emphasis on horizontal. Step by step.

Review (Evaluation) FF Unsatisfactory FF Satisfactory


Emphasis on requiring student demonstrations of skills with continual evaluation of progress. Effective written checklist with key questions. Complete
(especially four emergency areas: aircraft, freefall, equipment, landing).

Supervision (equipment, pre-boarding, boarding, canopy descent) FF Unsatisfactory FF Satisfactory


Control during full-dress rehearsal, pre-boarding, and boarding. Canopy descent and landing pattern review. Equipment check—three required.

❑ observe student canopy control


❑ set good example
❑ demonstration of correct heading
❑ demonstration of landing pattern

Climb to Altitude FF Unsatisfactory FF Satisfactory


Orienting the student to the DZ and ground winds, reviewing significant altitudes (no-more turns, lock-on, deployment), student’s mental preparation,
required description of the dive from the student, hand-signal review, pre-exit equipment check, spotting (involving the student in the process and
effectiveness), supervision while moving to the door and getting into position for exit.

❑ helmet and seat belt


❑ view of airport
❑ deployment altitude review
❑ mental review
❑ verbal review
❑ spotting
❑ climb-out

Debriefing FF Unsatisfactory FF Satisfactory


Use of walk and talk technique (post dive with the student’s story first). Thorough and accurate. Beneficial to the student. Positive and upbeat
approach. Advancement decision. Corrective training. Paperwork (logbook, DZ records).

❑ walk and talk


❑ video reviewed
❑ corrective training
❑ advance decision
❑ lesson preview
❑ paperwork

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 AFF Instructor Rating Course | 75
SCORING AND CRITERIA EXAMPLES
If it applies; ensuring student stability (shakes) does not  roll, tumble, or controls/corrects
Exit Control
immediately
Exit
If it applies; how long to correct (less than 2,000 ft or 15-seconds), does 1-instructor release
Exit Funnel Actions
then fly close for additional control, does the other instructor correct and control

* during the COA a thumbs-up or head nod is standard practice, and proper placement.

Signal Presentation  If required; stability issue or does not initiate coa within 5-seconds
COA Correct Signal Given   If required; based on lack of student performance

Category D for movement to the front (can be a grip switch or free flown to the facing
Transition
2-way)

Release Sequence/Position Category C reserve side releases first, main side second after body scan

Freefall Instruction Appropriate signal(s), based on student’s demonstrated performance, and in students view

Altitude Reminders If required; student doesn’t check

For Category C approximately 90 degrees to the students head (main or reserve side), at
Slot Flying least level and close enough to give signals (within 1-arms length), even when the student
is sliding, drifting, or turning less than 45 degrees
Freefall
Moving back into a slot or close proximity (arms length) from the student to fly a slot, give
Maneuver Flying
signals, block excessive movement, role reversal, etc

Moving 20 ft (horizontal and or vertical) or more from the candidate(s) and how long it
Major Separation Flying
takes for recovery (not more than 5 seconds)

Must have a reason; category c turns greater than 360 degrees, severe buffeting,
Re-Dock, Signal, Re-Release
backsliding, etc.; category d turns greater than 720 degrees, accelerating (potential spin)

Response Time Based on distance; within 5 ft 2-3 seconds, 10-15 ft 5-7 seconds, 20 ft up to 10 seconds

Rollover Effective Rollover Must use control, must stay docked, and lend stability, not a tackle

Instruction Re-Release Correct body position and continue

Response Time Based on distance; within 5 ft 2-3 seconds, 10-15 ft 5-7 seconds, 20 ft up to 10 seconds 

Stop Spin Spin Stopped Effectively Must use control, lend stability, must stay docked

Instruction Re-Release Correct body position and continue

Altitude Signal Undocked, free flying (if student is stable)

Pull Signal Undocked, free flying (if student is stable)

Pull If no attempt to pull is made by the student, main side re-docks to assist reserve side
Re-Dock
Sequence re-docks to lend stability

Assist Main side only if required

Pull (Or Slap) And Altitude The student handle is pulled between 4,500 ft and 4,000 ft

Hard Deck Failure to pull a student handle by 4,000 ft AGL

Create Instability At Pull time  Re-docking and creating a stability issue for the student

Low Pull As the candidate tracks away they deploy their main canopy below 2,500 ft AGL

The student is stable and the candidate collides with the student creating instability. could
Hard Hit
also mean 1-candidate collides with another making them ineffective

The candidate must gain at least 200 ft of horizontal separation from the student not
Horizontal Separation  
vertical
Automatic
Unsats High Deployment Pulling the student handle above 4,500 ft AGL

The candidate does not hold onto the student through deployment (actual or experienced,
Failure To Ride Through
full body wave off)

Unable To Assist An Unstable Student If student is unstable (spinning, on back, etc.) the candidate must assist within 20 seconds

Hindering Student Learning Re-docking or holding onto the student without a reason

Safety; actually deploying the students main or reserve canopy, pulling the students
Other
cutaway handle, candidate deploys within 50 ft of the student etc.

76 | AFF Instructor Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
IAD AND STATIC-LINE
IAD
INSTRUCTOR RATING
COURSE
SLI

IAD AND STATIC-LINE INSTRUCTOR RATING

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 IAD and Static-Line Instructor Rating Course | 77
78 | IAD and Static-Line Instructor Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
1. Introduction and Orientation
INTRODUCTION AND
ORIENTATION
IAD
SLI -1
A. WHAT IS A USPA IAD OR 5. Candidates who have completed the
following may earn the USPA IAD or D. WHO MAY CONDUCT THIS
STATIC-LINE INSTRUCTOR? COURSE?
Static Line Rating:
1. The USPA Instructor is one of three 1. A Static-Line or IAD Instructor
a. completed the USPA IAD and
instructional ratings USPA administers, Examiner who has maintained currency
Static-Line Instructor Proficiency
preceded by USPA Coach and followed as follows: conducted at least one USPA
Card (applicable portions)
by Instructor Examiner. Static-Line or IAD Instructor Rating
b. satisfactorily completed a USPA Course within the past 24 months
2. A USPA IAD or Static-Line Instructor
IAD or Static-Line Instructor
may— 2. Continues to meet all of the
Rating Course
a. exercise all privileges of the USPA requirements to qualify as a course
Coach rating B. IAD AND STATIC-LINE evaluator (listed in Section E, “How to
TRAINING BACKGROUND become a USPA Static-Line or IAD
b. conduct student training and Instructor Examiner.”
jumps according to his or her 1. Both training methods employ a
rating means of deploying the parachute on E. HOW TO BECOME A USPA
exit during the initial training jumps,
(1) using instructor-assisted STATIC-LINE OR IAD
followed by independent solo freefall
deployment with a throw-out, training. INSTRUCTOR EXAMINER
hand deployed pilot chute (IAD) 1. A USPA Static-Line or IAD Instructor
or static-line a. instructor-assisted deployment
may conduct this course if meeting all
(2) teach the IAD or static-line (1) operated under waiver to the the following requirements:
first-jump course BSRs at several USPA drop
zones prior to approval a. Current USPA IAD or Static Line
(3) conduct method-specific Instructor rating
training (2) was accepted by USPA in 1995
b. Completed at least 250 actual
c. conduct training in the general (3) allows a center to use one type freefall student training jumps
of main deployment system for
portions of any first-jump course c. Completed at least 250 actual
all solo student training
d. train and supervise jumps with static-line or IAD student dispatches
b. Static line is the oldest means and
non-method-specific students d. Conducted at least 50 solo student
was once the only means of
e. conduct the A license quiz and introducing students to the sport. first jump courses
check dive e. Conducted at least 25 static-line or
2. IAD and static-line training follow the
f. verify certain USPA license same progression in the USPA IAD Evaluation jumps under the
applications, according to the Integrated Student Program syllabus. direct supervision of a Static Line or
requirements in SIM Section 3 IAD Instructor Examiner (logged
C. THE NATURE OF THE COURSE and verified on the Evaluation Jump
g. supervise a USPA Coach in training Verification List form and you must
students and making recurrency 1. This course may be conducted—
also include log book or manifest
jumps with licensed skydivers a. as an initial USPA Instructor rating records of the evaluation jumps
course for USPA Coaches when submitting the examiner
3. Supervision (BSRs)
b. as a shorter transition course for proficiency card to USPA
a. All student training is conducted Headquarters).
current USPA Instructors rated in
under the direction and oversight
another method f. Conducted at least 25 static-line or
of an appropriately rated USPA
Instructor (refer to the BSRs). 2. Each candidate is required to arrive at IAD ground evaluations including the
this course with all prerequisites evaluation, scoring and debrief,
b. All general, non-method-specific completed, as specified on the IAD and under the direct supervision of an
student training and jump supervision Static-Line Instructor Proficiency Card. Static Line or IAD Instructor
may be conducted by any USPA Examiner (logged and verified on
Instructor, but method-specific 3. The course will cover the USPA the Ground Evaluation Verification
training and jumps (AFF, IAD, static- Integrated Student Training Program— form)
line, and tandem) require the a. as it applies to IAD or static-line
instructor to hold that method- g. Successful completion of the
training Instructor Examiner Rating Course
specific rating.
b. subsequent training and jumps to (IERC)
4. Candidates who have met all the the A license h. USPA D License
following requirements may attend
the USPA IAD or Static-Line c. transition from another training i. Administered two complete static-
discipline line or IAD Instructor Rating
Instructor Rating course:
4. The classroom, training, and evaluation courses (two courses required per
a. reached the age of 18 years
for this course should be conducted method) under the supervision of a
b. holds or has held any USPA over a minimum of three full days. current, appropriately rated IE and
instructional rating received that IE’s recommendation
5. This course may requalify USPA
c. earned a USPA C license and made Instructors who have let their IAD or j. When submitting a new examiner
at least 200 jumps static-line rating lapse. rating, the Safety and Training

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 IAD and Static-Line Instructor Rating Course | 79
d. are appointed by the IE e. FARs
IAD
SLI -1 INTRODUCTION AND
ORIENTATION
e. are supervised by the IE who is
responsible for all evaluations
3. Qualifications for individuals to act as
3. Commencement of privileges
a. The privileges of any instructional
rating will commence upon
simulated IAD or static-line students successful completion of the
Committee must verify that all during practice and evaluation for a rating course and will be valid for
requirements have been met USPA IAD or Static-Line Instructor 30 days with a candidate log book
before the rating may be issued. Rating: endorsement by the IE.
The following items are required a. minimum 100 jumps and a USPA B b. The rating must be processed at
to be submitted: or higher license USPA headquarters to be
(1) Completed and signed IAD and b. briefed in the presence of a USPA considered valid after the 30-day
Static-Line Instructor Instructor rated in that method for grace period expires
Examiner rating proficiency all applicable equipment operation
card G. PROCEDURES FOR RENEWING
and emergency procedures
AN EXPIRED IAD OR STATIC-
(2) Log book records showing at F. WHAT IS REQUIRED TO PASS
least 250 actual IAD or static- LINE INSTRUCTOR RATING
line student freefall training THIS COURSE?
1. Persons with an expired USPA IAD or
jumps 1. Candidates for the USPA IAD and Static- Static-Line Instructor rating (up to
(3) Log book records showing at Line Instructor rating will be evaluated two years) must—
least 250 actual IAD or static- during the course for their ability to
conduct training and jumps for students a. satisfactorily conduct at least one
line student dispatches complete student evaluation jump
making jumps in their discipline and
(4) The Freefall Evaluation Jump through the USPA A license. with an IAD or Static-Line IE acting
Verification Form and the log as a simulated student using the
book records or drop zone a. Candidates for the USPA IAD deployment method for which the
manifest records showing at Instructor rating will be evaluated candidate was rated, to include all
least 25 IAD or static-line during the course for their ability to jump preparation, supervision
course evaluation jumps understand, safely prepare, and during the jump and debriefing
handle instructor-assisted
(5) The Ground Evaluation deployment jumps with hand- b. pass the IAD or Static-Line
Verification Form showing at deployed pilot chutes during actual Instructor Course written exam
least 25 IAD or static-line IAD jumps using as simulated with a score of at least 80 percent
ground evaluations students either evaluators or 2. Persons with an expired USPA IAD or
(6) Drop zone manifest records (or jumpers with at least 100 jumps who static line instructor rating (greater
other evidence such as hold a USPA B or higher license. than two-years) must-,
payment records or a letter b. Candidates for the USPA Static-Line
from the drop zone owner or a. audit the ground training portion
Instructor rating will be evaluated of the appropriate IAD or static
safety and training advisor) of during the course for their ability to
teaching at least 50 complete line instructor rating course.
understand, safely prepare, and
solo first jump courses handle commonly used static-line b. satisfactorily conduct at least one
2. Evaluators equipment during actual static-line complete student evaluation jump
jumps using as simulated students with an IAD or Static-Line IE acting
a. The following is required for any either evaluators or jumpers with at as a simulated student using the
course evaluators: least 100 jumps who hold a USPA B deployment method for which the
b. static-line or IAD evaluators: must or higher license. candidate was rated, to include all
hold a USPA Instructor rating in jump preparation, supervision
c. All candidates will successfully train,
the appropriate method and have observe, and critique at least one during the jump and debriefing.
conducted 100 actual student freefall jump taken from the static- c. complete one satisfactory ground
jumps in that method where at line and instructor-assisted training session (Category D)
least 25 are static line or IAD deployment dive flows in Categories
d. complete one satisfactory
c. attendance D and performed by the IE or
Category D evaluation jump.
(1) must attend the entire evaluators supervised by the IE
classroom portion of the first during the course (waived for e. complete at least one satisfactory
course at which they evaluate instructors who hold a USPA debrief
Instructor rating in another
(2) for solo freefall evaluation jumps f. pass the General USPA Instructor
discipline).
only, must attend all sections of and IAD and Static-Line Instructor
the classroom portion, except 2. Written: Prior to attending the course, written exams with a score of at
those relating strictly to IAD or each candidate must correctly answer least 80 percent
static-line jumping, of the first at least 80 percent of the questions on
an open-book written examination H. KEEPING A USPA IAD OR
course at which they evaluate,
but any USPA Instructor who covering the following: STATIC-LINE INSTRUCTOR
has served as an evaluator at a. this syllabus RATING CURRENT
another USPA Instructor Rating 1. USPA IAD and Static-Line Instructors
b. the complete ISP syllabus
Course has met this requirement may annually renew their ratings with
c. the USPA Basic Safety their USPA membership by paying the
(3) must attend the candidate and
Requirements annual rating renewal fee and providing
evaluator briefing of each
course at which they evaluate d. SIM Section 5 documentation of any of the following:

80 | IAD and Static-Line Instructor Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
a. that the rating was initially earned 3. The challenge process will include the
IAD
-1
within the previous 12 months following, under the direct INTRODUCTION AND
(renewal fee and signature required)
in which case the annual minimum
supervision of an IAD or Static-Line
IE—
ORIENTATION SLI
static-line or IAD jump numbers do a. Demonstrate satisfactory
not apply knowledge of static line rigging
b. that the applicant has met the procedures for both direct-bag and
annual rating renewal requirements static line assist (static line only).
by performing all of the following b. Demonstrate competence to gear up
within the previous 12 months and check a student (not required
(1) acted as instructor for ten IAD for current USPA Instructors rated in
or static-line students (per another discipline).
rating) or ten licensed skydivers c. Demonstrate competence to spot
acting as simulated students (per for a student (not required for
rating) who have been fully current USPA Instructors rated in
briefed on the procedures another discipline).
related to that particular exit
and deployment method and d. Demonstrate proper procedures
acted as an instructor for five and knowledge required of a USPA
freefall students who have not IAD/SL instructor (per rating
yet been cleared to freefall self- sought) on the following emergency
supervision areas:
(2) attended a USPA Instructor (1) Aircraft
seminar (2) Static line student in tow.
(3) has conducted training or e. Complete one satisfactory IAD or
complete review training in Static-Line Category B training
Category A for the method in evaluation.
which the instructor is rated
f. Complete one satisfactory
(4) acquire the signature of a Category D freefall and canopy
current S&TA, IE, or member of training session and air evaluation
the USPA Board of Directors on (not required for current USPA
the renewal application to verify Instructors rated in another
that the renewal requirements discipline).
were met
g. Pass the IAD or Static-Line
c. or, having met the renewal Instructor written exam with a
requirements for an expired rating score of at least 80%.
2. A skydiver may not verify his or her h. Conduct at least two IAD or
own rating renewal requirements. Static-Line jumps.
3. Renewing a higher rating automatically
renews all ratings below it. J. COURSE OVERVIEW
1. USPA’s Integrated Student Program
I. CHALLENGING THE IAD OR for IAD and static-line students
STATIC-LINE INSTRUCTOR
a. the first-jump course
RATING COURSE
b. first-jump course performance
1. An option to challenge the rating standards
course is available only to persons who
hold a current, non-USPA (foreign) c. Categories B-E, basic skydiving
rating in the discipline that is being skills
challenged (Coach, AFF, IAD, static-line, d. group skydiving skills
or tandem).
2. IAD and static-line methods
2. Persons with a current non-USPA IAD
or Static-Line Instructor rating 3. Problem solving
must— 4. General instructor’s duties
a. be a current member of USPA. 5. Jump preparation and equipment
b. hold a USPA C or D license. checks
c. hold or have held a USPA Coach 6. Demonstration and practice sessions
Rating. 7. Evaluation
d. include a rating card or other proof
of the non-USPA IAD or static-line
rating to the examiner to be
included with the IAD or Static-Line
Instructor Rating Proficiency Card
that will be sent to USPA
Headquarters for processing.

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 IAD and Static-Line Instructor Rating Course | 81
IAD
SLI -2 THE INTEGRATED
STUDENT PROGRAM
2. The Integrated Student Program
(3) The student becomes more (3) checking that the equipment is
2-1: ISP OVERVIEW independent and less supervised ready to jump before the
as he or she progresses and may student exits the aircraft
1. The USPA Integrated Student require the information in these
Program is a complete and detailed (4) proper handling of the
three areas when encountering deployment device (hand-
outline recommended by USPA to new experiences during jumps in
train students from the first jump deployed pilot chute or static line)
that category.
through the A license. b. Students are responsible for—
4. An oral quiz follows each category.
2. The ISP integrates all USPA-recognized (1) making sure the instructor
methods for teaching skydiving, a. It may be given after the student checks the equipment at these
particularly in the early portion of the completes the last jump in the three points (pre-flight, pre-
training: harness hold (USPA category or serve as a review boarding, and prior to exit) and
Accelerated Freefall), instructor- preceding training in the next prepares the deployment device
assisted deployment, static line, and category.
tandem. (2) checking the deployment
b. The USPA Instructor conducting the device (IAD or static line) prior
3. Schools using the ISP outline or its A license check dive draws from the to exiting the aircraft
equivalent can easily track a student’s quiz questions for the oral testing
performance and interchange the portion of the license review. 4. Students are taught to protect the
various training methods to make the parachute system operation handles,
most effective use of their training 2-2: THE ISP FIRST-JUMP but monitoring the equipment
resources. COURSE FOR IAD AND throughout the jump operation is a
primary duty of the instructor.
a. There are eight categories of STATIC LINE 5. The student should know that the
advancement, A-H.
1. Using the following outline, the IE responsibility for the equipment shifts
(1) Categories A-D focus on basic expands on the topics detailed in the from the instructor to the student later
skydiving survival skills and are IAD/static-line first-jump course from as the student progresses.
very closely supervised. the ISP. 6. The student should be familiar with any
(2) During Categories E through H, 2. The number of students in the first- other equipment operation he or she is
students become more jump course should be appropriate expected to perform independently
independent and supervision for the number of staff available to (personal items, equipment recovery
requirements are relaxed. facilitate the course. and return, etc.).
(3) Categories G and H concentrate 7. Discussion
on group freefall skills and help A. EQUIPMENT
to prepare a student to jump 1. The student should know the location B. EXIT
without supervision and the of all operation handles he or she may 1. Two IAD or static-line jumps minimum
USPA A license. be expected to use. are recommended in Category A.
b. Each category following Category 2. Limiting the equipment discussion for 2. Prior to exit, the student should be
A, the first-jump course, is divided first-jump students responsible to check:
into six skills and knowledge sets:
a. The instructor describes the a. that the instructor has performed
(1) exit and freefall parachute opening in the three the final in-aircraft equipment
(2) canopy significant stages that determine check, including radio when used
the response from the jumper:
(3) emergency procedure review activation (container opening), b. that the deployment device is
deployment, and inflation. prepared
(4) equipment
b. Describe only a correct opening (1) IAD: that the instructor has a
(5) rules and recommendations satisfactory grip on the pilot
when first introducing the concept,
(6) spotting and aircraft but in terms the student will hear chute
c. Each student, except those making throughout the course and the (2) static-line: attachment to the
tandem jumps, should complete actual jump. aircraft
training in the freefall, canopy, and 3. Equipment responsibilities 3. Students should count aloud on exit
emergency review sections prior to maintain awareness of time.
to making a jump in any category. a. The USPA Instructor is primarily
responsible for— 4. The student should exhibit at least
(1) Some freefall dive flows require reasonable control during climb-out
the freefall and emergency (1) choosing the correct system
and preflighting it and exit before advancing.
procedure training and review
for the student to safely perform (2) putting the equipment on the C. HAND SIGNALS
them. student, adjusting it properly, 1. Presenting hand signals
(2) The canopy dive flows require and performing a complete
pre-boarding equipment check a. All hand signals are performed with
canopy training first so the one hand and must be placed in
student can understand what plain view of the student, generally
to practice. no closer than 12 inches from the

82 | IAD and Static-Line Instructor Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
student’s face and held for a 4. Round reserve training and backward
IAD
-2
minimum of three seconds. PLFs may be omitted from the course THE INTEGRATED
b. The instructor may need to get
if all the school’s student equipment
is equipped with a ram-air reserve,
STUDENT PROGRAM SLI
the attention of the student first.
but a note on the type of reserve
2. Suggested signals are shown in the should be entered in the log of each
Skydiver’s Information Manual, student’s jump (“RAM”). boarding, and the student can
Appendix A. study the rule from the SIM.
5. Students with prior tandem
3. Limit hand signals to those that may be experience using special tandem b. Jumpers who make a solo canopy
required based on observation during landing techniques need to know that descent assume the responsibility
the student’s training. those techniques are not correct for a to land in an open area clear of
a. Arch and leg position signals may hard landing when jumping solo; persons and property on the
be effective signals for students introduce and demonstrate the PLF. ground even on the first jump.
preparing for an IAD or static-line 6. Discussion 3. Introduction of the oral quiz (which
exit. can also serve as a review prior to the
F. EQUIPMENT EMERGENCIES
b. Additional hand signals can be next jump)—
introduced during subsequent 1. A USPA Coach or higher rating holder
should assist and critique the jumper a. establishes the student’s
training. responsibility to acquire the
throughout all ground training.
D. CANOPY supporting knowledge of the sport
2. A watch or training altimeter may be
1. Exit and deployment altitude is used during parachute emergency b. helps generate discussion about
recommended at 3,500 feet to drills to help the student develop aspects of skydiving that the
increase canopy learning time. time awareness. student will need to understand as
an A-license holder
2. Introduce the student to the canopy in 3. The harness trainer should be
terms that will be used throughout the equipped with a cutaway handle and I. REVIEW CATEGORY A QUIZ
course and during radio instruction. a reserve ripcord handle or a single
operating system (SOS) handle, each 2-3: FJC TRAINING
3. Canopy training should be based on
flying a specific, pre-planned pattern of which can actually be pulled. PERFORMANCE STANDARDS
into a clear landing area. 4. Teach the school procedures for all FOR IAD AND STATIC-LINE
parachute situations the student may
a. This portion of the training is best
encounter (follow the Category A STUDENTS
taught in the landing area with an
aerial photograph. emergency procedure outline).
A. ASSESSING BY SPECIFIC
5. Prior to any jump in Category A, solo
b. Refer to the canopy training outline OBJECTIVES
and illustrations in Category A of students should review all emergency
the ISP syllabus for this portion of procedures on that day. 1. All first-jump ground training should be
the lesson. specific and oriented to measurable
a. A second complete emergency
goals.
4. Students should be taught to look for procedure review performed during
traffic before turning. Category A on another day can count 2. Students should be correct and
toward one of the two complete consistent in demonstrating their
5. The student should remain upwind in a reviews (one scheduled in Category ability to perform the tasks of the
pre-planned holding area until ready to B) required for the USPA A license. ground training in preparation for
enter the landing pattern at 1,000 feet. their parachute jump.
b. In the ISP program, the same
6. If unable to make the planned landing review can be applied towards the 3. This section provides sample
area, decide on a clear alternate emergency procedure review performance criteria for use in the
landing area by 2,000 feet and apply session in Category B. first-jump course to help determine a
the planned pattern to the new area. student’s aptitude for a solo (AFF, IAD,
G. AIRCRAFT EMERGENCIES or static-line) jump.
7. Final approach
The appropriately rated USPA Instructor B. EQUIPMENT KNOWLEDGE FOR
a. The student should fly a straight
must train first-jump or crossover students
final approach to avoid collisions. IAD AND STATIC-LINE
for aircraft emergency procedures specific
b. S-turns should be avoided, except to IAD or static-line.
STUDENTS
when clear of all traffic, but may 1. Can find and operate all handles
be valuable in an off-field landing. H. ADDITIONAL STUDY
2. Understands the use of the altimeter
8. Discussion 1. First-jump students who wish to return under canopy
should be introduced to the SIM and
E. LANDINGS encouraged to study all aspects of the 3. Knows to expect three complete
1. This section is best taught using a sport that will eventually fall under equipment checks
practical landing trainer, where the their responsibility. C. CLIMB-OUT AND EXIT (AT THE
student simulates parachute landings. 2. The “Book Stuff” recommended MOCK-UP)
2. Teach the student a prepare-to-land reading in ISP Category A introduces
the students to the FARs and other 1. Understands and can perform the
position that will enable an easy
recommendations in preparation for climb-out, set-up, and launch
transition into a proper PLF.
the oral quiz. following the instructor’s commands
3. The student should learn all types of
a. Instructors can inform students of 2. Demonstrates sufficient strength,
obstacle landings with emphasis on
the seat belt requirements while agility, and mental faculties during
obstacles the student might encounter
practice to perform the tasks
at that DZ.

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 IAD and Static-Line Instructor Rating Course | 83
total malfunction situations, including 2. With the IE, candidates review
IAD
-2 THE INTEGRATED looking at the emergency handle(s) Category B advancement criteria and
SLI STUDENT PROGRAM d. correct response to line twists, the canopy dive flow from the ISP.
slider up, and end-cell closures 3. AFF students deficient in canopy
and addresses them in that order skills may consider IAD or static-line
(in case they are experienced training, which places fewer demands
D. APTITUDE FOR THE FREEFALL simultaneously) on the student during each jump.
POSITION e. the correct response to all three 4. Students who can’t meet the canopy
1. Able to arch sufficiently to lift both two-canopy-out scenarios advancement criteria in IAD or static-line
shoulders and knees off a flat surface discussed in Category A may consider canopy training in tandem,
and hold for ten-second intervals which offers the benefit of an instructor
H. REMEDIES present throughout the descent.
without straining
Students who do not meet these
2. During arch practice, controls both C. EMERGENCY PROCEDURE
standards may—
legs and arms with symmetry and REVIEW
extends both legs slightly a. review the deficient sections of
the first-jump course until 1. Because so much information is
E. UNDERSTANDING OF CANOPY demonstrating a satisfactory presented during the first-jump course,
DESCENT performance many students soon forget a great deal
of their emergency procedure training.
1. Understands canopy descent strategies (1) Review on the same day if the
well enough to solve contrived descent student shows improvement 2. The emergency procedure section of
problems from opening to 1,000 feet: during the review. Category B serves several functions:
a. too close to the planned pattern (2) Because of the taxing nature of a. review of first-jump course
entry point at too high an altitude— a solo first-jump course, some emergency procedures
face upwind students may perform better b. review for all returning first-jump
b. more than halfway down, but not after reviewing deficiencies solo students who did not get to
yet halfway back—plan an alternate another day. jump on the day of their course
landing area b. transfer to another discipline that (log as the first or Category B
doesn’t require the deficient skill emergency procedure review on
2. Can solve contrived landing approach the USPA A license application)
problems (e.g., ISP model): c. be discouraged from engaging in
skydiving c. review for students and experienced
a. too high at the planned 600-foot jumpers making recurrency skydives
point—arc the base leg
2-4: CATEGORIES B-E BASIC (adjust the cutaway decide-and-act
b. too low at the planned 600-foot altitude according to that jumper’s
point—cut the corner for the SKYDIVING SKILLS license level)
planned 300-foot point 3. Tandem students already trained in
The course staff and candidates discuss
F. LANDING AND LANDING the Category B-E outline in the ISP. emergency procedures on another day
should review them on the same day
EMERGENCY DRILLS prior to making any jump in Category C.
CATEGORY B
1. Prior to jumping, demonstrates a
proper PLF A. EXIT AND FREEFALL D. EQUIPMENT
2. Demonstrates the correct procedure 1. Category B prepares the student for 1. How a parachute opens
for each landing hazard at or near the solo freefall. a. to differentiate between
planned drop zone: malfunctions requiring only a
a. increased body awareness
a. power lines reserve deployment and those
b. relaxed performance from exit requiring a cutaway and reserve
b. water through deployment deployment
c. trees c. familiarization and practice with b. easily taught while packing or
d. buildings initiating main deployment (in-air unpacking a parachute
practice deployments)
e. other hazards specific to the drop 2. Reviewing equipment retrieval at this
zone 2. The student should demonstrate point facilitates packing operations
increasing comfort with the climb- later for the staff.
G. EQUIPMENT PROBLEMS AND out, set-up, and exit.
EMERGENCY DRILLS E. RULES AND RECOMMENDATIONS
3. Advancement criteria (IE reviews with
1. Responds correctly to questions about candidates) 1. To make informed decisions about the
how to handle an open parachute in safety of his or her own jumps, each
a. With the IE, candidates review the student should be made aware of the
the aircraft Category B advancement criteria and pertinent BSRs.
2. Demonstrates in the training the freefall dive flow from the ISP.
harness— 2. Knowing the rules helps the student
b. BSR advancement criteria for IAD understand why the DZ won’t allow
a. response to lost deployment and static-line students jumps when conditions exceed the
handle, hard extraction BSR limits for student operations.
B. CANOPY
b. how to clear a pilot chute F. SPOTTING AND AIRCRAFT
1. Recommended minimum exit altitude
hesitation (main or reserve)
remains at 3,500 feet to increase 1. Review handle protection as a
c. within five seconds, the correct canopy learning time. responsibility of the student.
response to contrived partial and

84 | IAD and Static-Line Instructor Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
2. Familiarize the student with the c. The student’s objectives are hover
IAD
-2
compass orientation and length of the control using a coordinated and THE INTEGRATED
runway in preparation for upcoming
training in spotting.
trimmed body position to maintain
balance in freefall.
STUDENT PROGRAM SLI
3. Teaching aircraft traffic patterns early 4. Introduction to wave-off (ten-second
will help prevent student-aircraft freefalls)
conflicts on final approach and on the attack causes the canopy to
a. teaches the student the wave-off attempt to climb.
runway. signal early
G. METHOD TRANSITION d. A canopy enters a dynamic stall
b. helps protect instructors who may when the jumper swings back under
STUDENTS (TO IAD OR STATIC follow the student on future jumps the canopy, the nose lowers, and
LINE) c. trains for safety on future group the canopy begins a slight dive.
1. Review “Transitions” in the freefall jumps e. The canopy enters a full stall when
Introduction to Category B. 5. Introduce the altimeter as a back-up to the tail is held below the nose and
2. Who may teach the transition course counting and looking at the ground. the canopy begins to fly backward.
a. A USPA IAD or Static-Line 6. At least two successful ten-second f. Maintaining maximum lift (prior to
Instructor may teach the aircraft freefalls are recommended before stall or sink) provides a softer
procedures, climb-out, exit, and advancing. landing, even when significant
aircraft emergencies. forward speed remains.
a. control within five seconds of exit
b. A USPA Coach or a USPA Instructor g. Review of early flare and stall
b. reasonable heading control
rated in another discipline may recovery actions are critical
teach the remaining, general 7. Recommended minimum deployment canopy survival skills and must not
portions of the transition course for is 4,000 feet, particularly for students be overlooked.
former tandem students. making ten-second freefalls and
3. Effects of higher winds
reaching deployment altitude at near-
H. REVIEW CATEGORY B QUIZ terminal velocity. a. Students who have exhibited good
pattern flying skills in Categories A
8. Pull priorities
CATEGORY C and B are introduced to—
a. Pull.
A. EXIT AND FREEFALL (1) turbulence
b. Pull at the correct altitude.
1. Three jumps minimum are recommended, (2) off-field landings
including a qualifying IAD or static-line c. Pull while stable.
(3) collapsing the canopy in winds
jump the same day as the first freefall. 9. Review the Category C advancement (introduction for most
a. stable clear and pull not to exceed criteria and the freefall dive flow students)
five seconds recommendations from the ISP.
b. The effects of a downwind landing
b. two ten-second freefalls B. CANOPY are potentially greater, so
downwind landing technique is
2. Relaxed freefall position (“altitude, 1. Introduction to wing loading (ISP discussed.
arch, legs, relax”) syllabus)
(1) Flare according to height, not
a. “Altitude” means the student must a. The wing-loading exercise is ground speed.
read the altimeter and understand especially important for drop
the altitude; or students on freefall zones with higher performance (2) Flare normally to maximize lift
in the IAD or static-line progression student canopies. and minimize final ground
performing short delays need to speed.
b. Each student should be referred to
know their altitude by the count in the canopy manufacturers’ websites (3) PLF
seconds from exiting the aircraft. to study recommended loading. 4. The student should by this time be able
b. “Arch” means to push the hips 2. Flaring to fly a proper landing pattern with
forward slightly and smoothly and minimal assistance.
to keep them there. a. Review of the concept that flaring
momentarily converts forward 5. IAD and static-line instructors should
c. “Legs” means to pay attention to the speed to lift (from Category A). assign someone reliable to observe a
leg position and place both legs in the student’s pattern work and landings.
correct position, probably extending b. The discussion continues with the
them slightly. concept of the jumper swinging 6. Landings: Students should understand
forward and momentarily increasing when it is safe and unsafe to attempt a
d. “Relax” means to take a breath and the canopy’s angle of attack. stand-up landing.
relax the muscles that aren’t needed
for the correct body position. c. The student should understand 7. Candidates review the Category C
that flaring the canopy produces canopy dive plan with the IE.
3. Heading control three results.
C. EMERGENCY PROCEDURE
a. Heading control may be passive (1) Pulling on the tail increases the
(“altitude, arch, legs, relax”). REVIEW
amount of air the tail deflects
b. The instructor should introduce to produce additional lift. 1. Training for main deployment problems
active heading control (turn (ripcord or hand deployment) must be
(2) The additional drag abruptly included prior to freefall.
method), but the student must slows the forward speed.
understand that a correct body 2. Emphasize that the student must
position is necessary for effective (3) As the jumper swings forward, deploy at the correct altitude,
active heading control. the nose raises and the regardless of stability.
momentary increased angle of

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 IAD and Static-Line Instructor Rating Course | 85
2. FARs for parachute packing (FAR 105.43) student in danger of a low pull
IAD
-2 THE INTEGRATED should immediately get clear and
3. state and local regulations
SLI STUDENT PROGRAM 4. drop zone neighbor relations (with
deploy his or her own parachute
by 3,500 feet.
DZ manager)
b. Any student who is being
F. SPOTTING AND AIRCRAFT accompanied by a USPA IAD, Static-
3. Review in detail all aspects of Line, or Tandem Instructor should
preventing an open container in the Planning a landing pattern for a day with be told to deploy immediately upon
aircraft and the associated emergency moderate winds seeing the instructor’s parachute
procedures. begin to open.
G. METHOD TRANSITION
4. Stability recovery (planned ten STUDENTS c. A USPA IAD, Static-Line, or Tandem
second freefall or longer) Instructor may not assist with the
Review “Transitions” in the introduction deployment of a student in freefall.
a. altitude, arch, legs, relax to Category C.
b. if caught on back, roll-out-of-bed 5. Review the importance of deployment
technique H. REVIEW CATEGORY C QUIZ at the correct altitude, regardless of
stability.
c. if still out of control, think “AIR: CATEGORY D
Altitude aware, In control, and 6. Introduce alternate altitude references,
Relaxed.” A. EXIT AND FREEFALL e.g., looking at the ground, cloud bases,
mountain tops, etc.
(1) The student must know his 1. The lesson on turning should
altitude at all times. emphasize the importance of a neutral 7. Increase exit altitude gradually as the
body position prior to initiating a turn. jumper exhibits comfort with longer
(2) The student can use up to five freefalls.
seconds to regain control if 2. A simple technique for changing
altitude permits. heading, such as upper body turns only, 8. The student should begin this
will increase confidence and improve category with a 15-second freefall.
(3) The student should be relaxed
chances for success; after the student 9. Four jumps are recommended.
to help ensure a smooth
has completed the A-license program,
freefall. 10. Recommended minimum deployment
techniques for center-point turns can
(4) If still not in control, the be easily added. altitude is 4,000 feet.
student should deploy the main 11. The candidates review the Category
a. multiple 90-degree turns only on
canopy. D freefall dive flows with the IE.
the first jump where turns are
5. Discuss in detail all aspects of landing attempted B. CANOPY
off the intended DZ.
(1) reduces student stress and 1. Introduction of rear riser steering
a. selecting a suitable landing area workload and flaring
b. anticipating and avoiding (2) increases confidence in a. back-riser steering with brakes on
turbulence in the area heading control prior to for evasive maneuvers immediately
c. other jumpers in the pattern initiating bigger turns, leading after opening
to greater success
d. procedures for returning without b. steering with brakes off to evaluate
damaging property and equipment (3) reduces the likelihood of controllability with a disabled toggle
uncontrolled spins
6. Review landing priorities. c. flaring to be able to decide whether
b. 180- and 360-degree turns, once a canopy can be landed safely with
D. EQUIPMENT 90-degree turns have been disabled controls
mastered
1. The instructor introduces the student 2. It is not recommended that a student
to equipment in more detail, including c. In the event of lost heading control practice an actual landing using rear
the AAD, RSL, and the strategy for the (spin), the student should recover risers to flare.
equipment check before rigging up. lost control with “altitude, arch,
legs, relax,” before initiating 3. Students should practice all maneuvers
a. The introduction can be performed above 1,000 feet with frequent traffic
opposite turn input.
as the student is preparing to gear and position checks.
up for the jump. d. If the turn is sluggish or seems to
go opposite the direction intended, 4. Landing within 50 meters with minimal
b. The student will check his or her assistance is recommended before
the student should, provided
equipment, supervised by a USPA advancing.
altitude allows—
Instructor.
(1) return to neutral arch 5. The candidates review the Category
2. Details about the three-ring system, D canopy dive flow with the IE.
AAD, and RSL are included in future (2) relax
categories; this is merely an (3) extend legs
C. EMERGENCY PROCEDURE
introduction. REVIEW
(4) attempt the turn again
3. Because of the introduction to the AAD 1. Because of the lower planned
and RSL in Category C, discussions on 3. Maneuvers should be finished by deployment altitude, students should
them can be postponed from the first- 5,000 feet. by now demonstrate the ability to
jump course. 4. The instructor may accompany the rapidly recognize and respond to
student to observe heading control equipment malfunctions.
E. RULES AND
whenever practical. a. Category D includes the last
RECOMMENDATIONS
a. A USPA IAD, Static-Line or formal training harness review of
1. BSRs for student equipment Tandem instructor seeing a parachute malfunctions with an

86 | IAD and Static-Line Instructor Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
instructor as required for the A b. Experienced jumpers may need
IAD
-2
license, although the student encouragement when introducing THE INTEGRATED
should continue to self-review
each new day of jumping (at least
the modified pre-exit procedures.
STUDENT PROGRAM SLI
c. Coordinate and practice the
every 30 days). procedures prior to takeoff.
b. Review the cutaway decide-and-
act altitude (2,500 feet). G. METHOD TRANSITION b. disorientation (altitude, arch, legs,
STUDENTS relax)
2. Various categories of the ISP provide
the instructor the opportunity to Review “Transitions” in the introduction c. equipment considerations
review emergency procedures taught to Category D. 9. The candidates review the Category E
in the first-jump course and discuss freefall dive flow with the IE.
them in greater detail. H. REVIEW CATEGORY D QUIZ
3. Whenever possible, emergency
B. CANOPY
CATEGORY E
procedure review topics coincide 1. Instructor’s level of understanding
with other related concepts from that A. EXIT AND FREEFALL a. Candidates for the USPA Instructor
category. 1. The student should attempt a stable rating should have a working
4. Conduct a detailed building or unpoised exit. knowledge of the aerodynamic
structure landing review, including principles of a ram-air canopy.
2. Students begin this category directly
disconnecting the RSL. supervised by a USPA Instructor until b. During the course, discussion on
D. EQUIPMENT they can demonstrate reliable recovery these topics led by knowledgeable
from instability. individuals is encouraged.
1. The student should be calculating
wing loading on both canopies (USPA a. Each student shows the ability 2. By Category E, the student should now
Flight Planner) prior to each jump. twice to recover stability and have sufficient canopy experience to
altitude awareness within five recognize the results of different flare
2. Introduce the AAD in detail. seconds following an intentional entries (review the “nine flares”
a. The student should operate the AAD. disorienting maneuver. discussion in the Canopy outline in
Category E).
b. Ask the student to study the AAD b. The first maneuver attempted
owner’s manual. should be a barrel roll, which has a 3. The goal is for the student to learn
natural recovery mode from back- how to assess the flare on any new or
c. Explain three-ring assembly and to-earth fall. unfamiliar canopy before landing.
operation in detail.
c. Recovery within five seconds 4. The student learns to evaluate the
d. The student will disconnect and (twice) is required to clear the result of the flare by recognizing a
service the three-ring assembly in student to freefall self-supervision. dynamic stall following a flare on
Category H. landing and to adjust flare height,
3. Once any student has demonstrated
3. Demonstrate a jumper equipment self- flare rate, and flare depth for the next
stability recovery, he or she may self-
check and ask the student to perform it landing.
supervise in freefall (requires the sign-
in the aircraft, followed by a check of off of a USPA Instructor). 5. The candidates review the Category E
the back of the rig by the instructor. canopy dive flow with the IE.
4. Once signed off, the student should be
4. Discuss outerwear. supervised by a USPA instructional C. EMERGENCY PROCEDURE
E. RULES AND rating holder aboard the aircraft, who— REVIEW
RECOMMENDATIONS a. is responsible and available for all
Two canopies out: Review the “Two
training, spotting supervision,
The student should memorize the cloud Canopies Out” discussion in SIM Section
equipment choice, exit order,
clearance requirements from FAR 105.17 group separation on exit, and pre- 5-1.
sufficiently to pass the Category D quiz jump equipment checks
and, later, the oral quiz as part of the USPA
D. EQUIPMENT
A-license check dive. b. is encouraged to jump with and 1. The student should be performing a
observe the student pre-flight inspection on the equipment
F. SPOTTING AND AIRCRAFT c. may make gripped exits (USPA Flight Planner checklist) prior to
1. The student should lead the pattern each jump.
5. Once a student has qualified for freefall
planning. self-supervision, that student’s previous 2. Characteristics of different canopy
2. Introduction to spotting training discipline is recognized only designs (overview)
for the purpose of recurrency training 3. A person with appropriate knowledge
a. basic procedure overview
(see SIM Section 5 on recurrency should introduce the student to the
b. looking straight down is the training). open parachute canopy, identifying
proper technique for observing and naming all the significant parts in
6. Students may self-assess for the
the ground track of the aircraft preparation for packing.
heading control required for the A
3. Technique for determining straight license check dive (backloop within
down
E. RULES AND RECOMMENDATIONS
60 degrees of the initial heading).
1. Detailed discussion on winds pertinent
4. Coordinating spotting training with 7. Three jumps are recommended in
to the student’s increased level of
other jumpers Category E for all students.
experience and to prepare the student
a. In most aircraft, it is easy for the 8. Hazards of aerobatics to make informed decisions as a USPA
student to spot from the door and A license holder
a. erratic fall rate and altimeter
then move into position for a later
readings (chest mount, etc.)
exit.

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 IAD and Static-Line Instructor Rating Course | 87
b. Demonstrate shoulder steering using E. RULES AND
IAD
-2 THE INTEGRATED a creeper or similar training aid. RECOMMENDATIONS
SLI STUDENT PROGRAM c. Make heading control the primary
The USPA Instructor should familiarize
objective (over speed).
students with USPA recurrency
d. This training will lead toward recommendations in SIM Section 5.
2. Discussion with pilot on portions of developing a better flat track
during Categories G and H. F. SPOTTING AND AIRCRAFT
FAR 91 applicable to jump operations
(Section 9 of the SIM) 2. Two tracking dives minimum are 1. The student should be calculating the
recommended in Category F. opening point on each jump (USPA
F. SPOTTING AND AIRCRAFT Flight Planner).
3. Clear and pull: Students trained in the
1. Category E aircraft briefing AFF method should gain confidence 2. Averaging the winds aloft to determine
a. interaction between jumpers and with a stable exit and pull at a higher the jump run and exit point (effective
aircraft control altitude (5,500 feet) before attempting only in routine conditions)
the actual clear and pull at 3,500 feet. 3. Separating groups according to
b. reading a winds-aloft report
4. The candidates review the Category F distance across the ground
c. spotting procedures
freefall dive flow with the IE. 4. A dedicated spotting training and
2. The USPA Instructor should be sure practice flight has shown to be an
the student has been trained for B. CANOPY
effective method of familiarizing
independent action in all aircraft 1. Encourage students to become familiar students with spotting.
emergency procedures (Category E with braked flight and braked landings
aircraft briefing) before clearing the to prevent the mistake of making a low CATEGORIES G AND H
student to freefall self-supervision. single-toggle turn when presented
with the need for a low heading change. The course staff and candidates discuss
3. Technique for determining opening
point by averaging the speed and the Category G and H outline in the ISP.
a. sudden recognition of an obstacle
direction of winds forecast at opening A. CANOPY
altitude and read at the surface on b. returning from a long spot and
the drop zone misjudging the final turn 1. Category G
(frequently committed error)
a. Performance turns teach the
G. REVIEW CATEGORY E QUIZ c. being cut off by another jumper in student necessary information
the landing area about his or her canopy.
2-5: GROUP SKYDIVING
2. Use of brakes or rear risers to (1) how to keep the center of lift
SKILLS increase glide and pressure in the center of
1. The last three categories of the a. Anticipate loss of the tailwind nearer the canopy during turn entry
Integrated Student Program prepare the ground and keep an alternate and exit and avoid a collapse or
the student to jump safely and landing area in mind between the line twist
effectively in groups: jumper’s position and the target. (2) the limits of control on that
a. tracking b. Different canopies exhibit canopy with that student’s weight
different flight characteristics before it develops line twists or
b. group exits collapses from over control
with brake or rear riser input.
c. group flying skills (3) how to test the limits of any
3. Anticipate a much broader landing
d. breakoff procedures pattern and longer final approach when new or unfamiliar canopy
e. flying the canopy in groups flying in brakes with some canopies. (4) potential consequences of
4. It is important for the USPA Instructor high-performance maneuvers
2. Students who complete Category H near the ground
should be ready for to understand and experience these
aspects of canopy flight, particularly b. Review collision avoidance,
a. the USPA A-license checkout with how they apply to the canopy the focusing on the group skydiving
an appropriately rated USPA student is jumping. environment, including rights of
Instructor way and the importance of
5. The candidates review the Category F
b. independent skydiving at most canopy dive flow with the IE. avoiding a collision, regardless of
skydiving centers the rules and courtesies.
C. EMERGENCY PROCEDURE 2. Category H
c. jumping at off-site DZs that meet
the A-license landing area criteria REVIEW
a. Front risers provide a potential
(non-demos) Detailed power-line avoidance and third set of controls.
3. The exit and freefall sections of landing review
b. Some jumpers will not be able to
Categories F through H are included
D. EQUIPMENT take advantage of front riser
in the USPA Coach Rating Course control, but should realize their
syllabus. 1. Focus on packing limits compared to other jumpers.
2. Equipment check on another jumper c. Emphasize front riser safety: The
CATEGORY F (with that jumper’s permission) canopy must be returned to straight
A. EXIT AND FREEFALL and level flight in time for landing.
1. Tracking B. EMERGENCY PROCEDURE
a. Emphasize legs fully extended as REVIEW
the primary means of movement.
1. Category G

88 | IAD and Static-Line Instructor Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
a. A USPA Instructor reviews in detail (2) equipment and approval
IAD
-2
the procedures for responding to an requirements for jump aircraft THE INTEGRATED
imminent canopy collision and what
to do in the event of an entanglement.
c. In general, USPA A-license holders STUDENT PROGRAM SLI
should know what to expect of the
b. A canopy formation specialist makes aircraft operator at the drop zone
a good resource for teaching this in terms of paperwork for
topic. modifications and maintenance.
2. Category H (USPA Instructor or IE) 2-6: VERIFYING USPA
a. training for an unintentional water LICENSES
landing
b. training for an unplanned low turn 1. A license
under canopy a. Review SIM Section 3-2 for
C. EQUIPMENT conducting the USPA A-license
check dive and completing the
1. Category G USPA A license application.
a. The student continues to focus on b. Compare and contrast the two A
packing and should pack one license applications.
parachute without assistance prior
to advancing to Category H. (1) four-page A License
Progression Card, designed for
b. An FAA rigger or an instructor use with the ISP
should conduct the wear and
maintenance seminar outlined in (2) two-page A License Proficiency
this Section of the ISP syllabus, Card for use with equivalent
including a review of the FARs programs or for unlicensed
concerning maintenance personnel. jumpers who began training
prior to the Basic Safety
2. Category H Requirement for a USPA A
a. three ring disassembly, license (January, 2001).
maintenance, and reassembly 2. B and C license
b. discussion of stow band choice a. Review SIM Section 3-2 for
(review) instructions and procedures
c. replacement and adjustment of a regarding the USPA B and C license,
main closing loop with particular attention to the
license application checklist.
D. RULES AND
(1) exam administration
RECOMMENDATIONS
(2) verification of qualifications
1. Category G: repack cycle (review) and
rigger maintenance b. Review the USPA B-D License
Application included in the back of
2. Category H: general review of the oral the SIM.
quizzes for the A-license check dive
c. Only a USPA S&TA, Instructor
E. SPOTTING AND AIRCRAFT Examiner, or member of the USPA
1. Category G Board of Directors may approve D
license applications.
a. The student should be calculating
the spot, including the exit point,
for each jump in routine winds
(USPA Flight Planner).
b. Jumpers need to be responsible
for knowing the kinds of weather
that can get them into trouble.
c. The instructor or pilot should
review the various means of
finding weather forecasts.
2. Category H
a. This section is best taught by a
jump pilot or instructor.
b. A license holders are qualified to
jump at locations other than a
regular drop zone and should
know—
(1) where to find the information
for notifying ATC of the jump.

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 IAD and Static-Line Instructor Rating Course | 89
IAD
SLI -3 IAD AND STATIC-LINE
METHODS
3. IAD and Static-Line Methods
(2) The student may be able to grab static line while wearing protective
3-1: ROUTINE PROCEDURES and hold the pilot chute during gloves (strongly recommended for
an unstable exit. conducting static-line jumps).
A. INTRODUCTION (3) If the instructor holds the static 3. The instructor should disconnect and
1. The IAD and static-line methods line too low, the pilot chute can securely stow each static line assembly
require special equipment knowledge deploy under the student’s prior to any subsequent jump operation
both for preparation and use. inboard arm, presenting an from that aircraft.
2. The two methods share common invitation for the student to grab
the deploying parachute. D. SPECIAL CONSIDERATIONS FOR
techniques and procedures, as well as IAD
being subject to unique operations (4) The less-positive deployment
and malfunctions. results in slower deployments 1. The main container must be rigged
than with direct bag. correctly, including a tight, well-
3. Special FAA rules apply to the use of maintained closing loop to prevent
static-line equipment. (5) Pilot-chute assist often results in premature container opening during
a slower and more on-heading climb-out or on the step.
B. STATIC-LINE RIGGING inflation than direct bag.
1. The static-line assembly 2. The throw-out pilot chute
3. A rig static-lined for a right hand
a. A static line assembly should be at door may sustain damage if used in a. collapsible pilot chutes
least 3,500 pounds tensile strength an aircraft with a left-hand door. (1) Kill-line pilot chutes must be
with a MS70120 static-line snap for 4. The aircraft plays an integral role in cocked during packing and
attachment to the aircraft. the rigging. checked during the equipment
b. After deployment, the static line or pre-flight.
a. The static line attachment point
deployment bag must not contact needs to be anchored securely to (2) A Kill-line pilot chute must be
aircraft control surfaces. the airframe (FAA Form 337 or STC folded and handled in such a
c. The static line must be secured to approval). way that it remains cocked
the container in such a manner that after it is folded and during the
b. Attaching the static line to a seat deployment.
the student may climb to the belt assembly may result in the
farthest point from the attachment failure of the seat belt hardware or (3) Bungee-type, elastic shock
without loading the static line and mountings. cord centerline types are not
opening the container. recommended.
c. Attachment to the pilot’s seat may
d. The static line needs to be secured result in its sudden removal from b. folding the pilot chute
to the container (elastic bands, etc.) the aircraft as a result of a mis-
so the wind cannot shake and (1) The pilot chute should be
rigged static-line system. extracted and refolded in the
extract the closing pin or device
from the closing loop and open the d. The static-line attachment point aircraft so it can be handled
main container during climb-out. must be secure and in good easily and not be prone to an
condition. accidental premature
2. Static-line deployment types deployment (dropping it in the
a. When correctly used, direct-bag C. STATIC-LINE HANDLING windstream).
static-line deployment is the most 1. All static lines require careful handling (2) The bridle should be folded in a
reliable means of deploying a ram- on the part of the instructor to facilitate manner that allows it to extend
air main parachute. a good deployment and prevent in an orderly fashion when the
(1) Deployment does not guarantee instructor and student injuries that pilot chute is thrown.
a canopy suitable for landing. occur from fouling with the static line.
c. The pouch needs to be tight, in
(2) Direct-bag deployment often a. The instructor must hold the static good working order, and mounted
leads to line twist, the line high enough to prevent student in a location accessible for IAD
significance of which depends interference with deployment, operations.
on the performance which could lead to a malfunction
or injury. (1) bottom of container
characteristics of the canopy.
b. The instructor must not allow any (2) leg strap (not suitable for
(3) If mishandled, direct-bag student freefall)
deployment can lead to injury part of his or her body to get
for the student or the instructor. between the load path of the static 3. Student climb-out
line and any part of the aircraft.
b. The pilot-chute assist method a. The IAD student must verify that
presents an acceptable alternative c. The practice of the instructor the IAD Instructor has control of
for static-line deployment. putting one leg on the step of a the pilot chute before climbing out.
Cessna to be closer to the student
(1) A static-line-rigged main b. For wing-strut type aircraft, having
is not recommended.
parachute using a pilot chute the student kneel next to the door
requires a separable assist 2. Before actual student operations using and face forward provides the
device (FAR 105.47). any new aircraft, the static-line instructor good control.
instructor should practice many times
c. pilot chute position
with connecting and disconnecting a

90 | IAD and Static-Line Instructor Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
(1) The instructor should hold the b. Main lift web (high or low) allows
IAD
-3
folded pilot chute under the the student see the ripcord, but IAD AND STATIC-LINE
bottom of the student’s main
container during climb-out and
requires that the student
concentrate on arching while
METHODS SLI
launch. looking at the handle.
(2) Throwing the pilot chute from F. IN-FLIGHT PROCEDURES
the yoke of the container may e. allows the instructor to coach the
increase the chance of a pilot- 1. At 1,500 feet, unfasten all seat belts student for a better body position
chute hesitation. prior to hooking up any static lines or prior to release
preparing any hand deployed pilot
d. For wing-strut type aircraft, a chutes for IAD operations. f. less likelihood of a backflip on exit
hanging exit is recommended. g. If it is obvious the student lacks the
2. Once the seat belts are off and the
4. The IAD Instructor must get into a static line of the first jumper is strength for a hanging exit, it may
position on the step close enough to connected and checked or the pilot be better to train for a step exit.
the student to prevent tension on the chute of the first IAD jumper is 3. Step exit considerations
pilot-chute bridle from opening the prepared and verified by the student,
main container. a. easier for the student to maintain
the student should spend the
a grip on the strut prior to launch
a. Some instructors climb out with the remainder of the flight mentally
student, keeping the pilot chute on rehearsing and self-calming. b. less static line exposed to the
the student’s backpack and out of wind blast
3. At approximately 3,000 feet AGL,
the airstream. review airport and landing area, c. less likelihood of the student
b. The student should be taught to opening point, and landing pattern. launching or falling ahead of the
climb out slowly so the instructor step, but more likelihood of a poor
4. On freefall jumps, review the
can stay close with the pilot chute legs-first launch resulting in the
deployment altitude with the student
in hand. student striking the step
at that point during ascent, then have
c. A bridle artificially secured to the the student verbally review the d. more likelihood of a hands-first
container (to prevent a premature freefall and canopy dive flows release, resulting in a possible
opening) may fail to release after the backflip
5. After the verbal review, give the
pilot chute is deployed, resulting in a student “quiet time” to mentally e. difficult to pre-arch or respond to
pilot-chute-in-tow malfunction. rehearse the dive. corrective hand signals from the
5. The IAD Instructor must deploy the instructor prior to release
6. Following the “quiet time” and prior to
pilot chute out and down in a manner the exit, the instructor performs the 4. Allow as much as a minute from
that ensures clearance from all parts pre-exit equipment check, including climb-out to release for beginners.
of the aircraft. the hand-deployed pilot chute or static (1) Advance the first command
a. as the student commits to the line and radio. accordingly.
launch and releases from the G. CLIMB-OUT PROCEDURES
aircraft (2) For smaller students, ask the
1. Use a procedure that enables the pilot for a slower airspeed
b. immediately, in the case of a student to get into position with during the transition from the
premature container opening on minimal effort. door to the step.
the step
a. The student should avoid presenting Helpful hint: Handle the gear for the
6. Airflow the full torso broad to the wind student during climb-out, actually lifting
a. The pilot should apply sufficient during the transition from the door the equipment into position and relieving
flaps during IAD operations to to the step (“knife” into the wind). the student of the weight through the
ensure the deploying pilot chute b. The student should limit arm and transition from the door to the step.
blows under the horizontal shoulder extension to 90 degrees 5. Use three commands, for example—
stabilizer of the aircraft. to avoid muscle strain and injury
a. At “In the door!” the student—
b. To test for a safe airflow and pilot and avoid reaching to full arm
chute dispatch, use newspaper to extension while climbing out. (1) places both feet outside and
simulate parachute fabric during one hand on the wing strut
an actual flight before conducting STRUT EXIT (CESSNA) near the base
actual IAD operations. (2) continues to protect the
1. Improves the student’s chance for a
E. STUDENT’S MAIN DEPLOYMENT stable exit and deployment deployment handles
SYSTEM 2. Hanging exit considerations (3) looks at the instructor for the
next command
1. Hand deployment a. requires the student to move to a
launch position far enough out on b. (hanging exit) At “Hang from the
a. BOC only
the wing strut to clear the wheel strut!” the student—
b. practice handles must be mounted and the step on release (1) shifts all his or her weight to
so that IAD or static-line deployment
b. possible problems if the student hangs both feet and places both
doesn’t cause them to move (a
prior to reaching the end of the step hands on the wing strut
consideration with a BOC mounting).
c. requires more strength from the (2) moves completely to the end of
2. Ripcord locations
student to hang prior to exit the wing strut
a. BOC makes it impossible to see
d. requires the static line be very tightly (3) removes both feet from the
the handle and promotes arching.
secured against the wind blast step and gets into the arch
position with legs extended

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 IAD and Static-Line Instructor Rating Course | 91
2. Only an FAA rigger or the person 3-3: IAD AND STATIC-LINE
IAD
-3 IAD AND STATIC-LINE making the jump may attach an assist
SLI METHODS
device to a parachute to be deployed EMERGENCIES
with a static line.
A. AIRCRAFT MALFUNCTION
3-2: IAD AND STATIC-LINE 1. The correct response to a low-altitude
(4) looks at the instructor for the PROBLEM SOLVING emergency will always depend on
next command circumstances, including the severity
c. (step exit): At “On the step!” the A. INTRODUCTION of the problem, the capabilities of the
student— aircraft, the available terrain for landing
1. On any IAD or static-line jump dive,
the plane or parachute, and the abilities
(1) shifts all his or her weight to particularly a first jump, the instructor
of the jumpers aboard.
both feet and places both must choose the best course of action,
hands on the wing strut based on the student’s performance. 2. Landing with the aircraft is usually
required up to 1,500 feet.
(2) places the inboard foot on the 2. The following responses are to be
end of the step applied as the situation dictates. a. The student takes all direction
from the instructor.
(3) trails the outboard foot, pre- B. CLIMB-OUT AND EXIT
arches (chest over the strut b. Fasten seat belts and buckle
1. If the student refuses to climb out, helmets.
and head up) close the door and go around.
(4) looks at the instructor for the c. Disconnect the static line, if
a. Encourage the student using attached.
next command positive mental images.
d. On “Go!” the student looks up, d. For any aircraft descent, disarm
b. Review the climb-out and launch, the AAD as required (see owner’s
takes a breath, and releases from getting the student to visualize.
the aircraft. manual).
c. Repeat the pre-jump equipment e. Prepare for a hard landing.
SEATED SIDE-DOOR EXIT check.
3. Bailout: Exit and pull reserve.
1. On “Sit in the door!” the student faces d. Involve the student in all
procedures as much as possible on a. The instructor guides the student
the wind blast.
the second jump run. to the door.
a. seated on the edge of the door
(1) door open b. The student places the left hand
(inboard thigh and buttock only on
on the reserve ripcord and pulls
the floor, outboard hanging over (2) spot observation two seconds after exit or with
the edge)
(3) pilot communication sufficient altitude.
b. both knees facing the front of the
e. Start the second climb-out early. (1) The instructor and student
aircraft
may use the bail-out procedure
c. the inboard hand ready to push off 2. Refusal: In the case of multiple students with the static-lined main
aboard, extra caution is required to parachute.
2. The instructor faces the door and reposition students in the aircraft
controls the deployment device and should one decide not to jump. (2) Freefall students may use a
the student. similar procedure with the
3. If the student takes too long to climb main parachute.
3. The instructor maintains control of out for a good spot—
the student until the student clears 4. A poised exit with the static-line
the aircraft on “Go!” (instructor a. Using the student’s harness, assist hooked up whenever altitude allows.
assists as necessary). the student in returning to the “in
the door” position, then back into B. PARACHUTE OPEN IN THE
H. EQUIPMENT the aircraft. AIRCRAFT
1. Review BSRs on student equipment. b. If it’s not possible to retrieve the 1. If the parachute stays inside, first
student, work with the pilot to close the door.
2. AADs and audible altimeters are
release the student over a safe
recommended for USPA instructional a. Main—disconnect the canopy
landing area.
rating holders when making training release system and reserve static
jumps with students. (1) Add power and airspeed. line, and all ride down with the
I. FARS CONCERNING STATIC (2) Shake the wing (Cessna). aircraft.
LINES c. The safety of the student and b. Reserve—remove the rig, if
others in the aircraft must be the practical, and all ride down with
1. Assist devices the aircraft.
first consideration.
a. Ram-air parachutes rigged with a 2. If the parachute goes out, the student
4. If the student climbs only partway into
direct bag do not require a must exit quickly without waiting for
position, encourage the student into a
positive assist device, and the use a command from the instructor.
safe launch position using verbal and
of one could damage the canopy.
hand signals.
b. When using a static line to initiate C. PREMATURE DEPLOYMENT
5. If the student presents a poor arch— DURING THE EXIT SET-UP
the deployment of a main parachute
equipped with a pilot chute, the FAA a. Yell, “Arch!” prior to, “Go!” 1. If possible, the pilot should quickly
requires an assist device attached to b. Present the student with a pre- skid the aircraft to get the horizontal
the pilot chute with a static load arranged “arch” signal. stabilizer out of the path of the
strength of at least 28 and no more deploying parachute.
than 160 pounds.

92 | IAD and Static-Line Instructor Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
2. The instructor must get the student
IAD
-3
off the aircraft immediately. IAD AND STATIC-LINE
D. STUDENT IN TOW (STATIC- METHODS SLI
LINE)
1. Static line fails to release (conscious
student).
a. If the student signals readiness via
a pre-arranged signal, ask the pilot
to continue to climb, if possible,
and fly to an area that will allow
the student to land in a clear field
or the drop zone.
b. Cut the static line as close to the
student’s container as possible
(always carry a knife aboard the
aircraft).
c. If no other students are aboard
the aircraft, follow the student to
his or her landing area.
2. Static line fails to release (student
unconscious).
a. Have the pilot climb and fly over a
clear, unobstructed area.
b. The instructor cuts the static line
and trusts the AAD to open the
student’s reserve.
E. SKYDIVER IN TOW
1. If the student is conscious and
recognizes the problem and the
parachute is the main parachute, he
or she should attempt to cut away
and deploy the reserve.
2. If the student is unconscious or the
parachute is a reserve parachute, the
response will depend on the
circumstances, including—
a. controllability of the aircraft
b. landing terrain or facilities
available to the aircraft
3. If the student is in tow due to an
entanglement with a seat belt or jump
suit, the offending attachment should
be cut.

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 IAD and Static-Line Instructor Rating Course | 93
IAD
SLI -4 INSTRUCTOR’S
DUTIES
4. Instructor’s Duties
(3) landing trainer a. All equipment accounted for and
4-1: CONDUCTING THE JUMP (4) other put away.
b. The student knows the debrief plan.
A. STUDENT PREPARATION e. the longer the interval between
jumps, the more the student will 2. Supervise the post-jump debriefing
1. Introduction of student and
have forgotten and training.
instructor
2. Introduce the performance objectives a. Conduct a walk and talk, allowing
a. on the instructor’s initiative
of the next lesson and advancement the student to act out his or her
b. familiarizes the two with each criteria for the next jump. perceptions of the jump first.
other
a. Use appropriate descriptions and b. Explain the jump from the
c. sets the tone for the conduct of demonstrations. instructor’s viewpoint.
the training and jump
b. Conduct informal rehearsals using (1) Accentuate the positive.
2. Administrative the appropriate training aids to
(2) Discuss areas for improvement.
a. paperwork (registration, waiver) enhance realism.
c. Review the video, if available.
b. payment 3. Be sure the student is equipped
correctly for the skydive (equipment d. Provide any necessary corrective
c. documentation available (logbook, check before rigging up). training.
A license application card)
4. Prepare the canopy flight plan. e. Conduct or overview the training
d. training and review complete for the next jump.
5. Conduct a full-dress rehearsal or dirt
3. Personal dive until the student performs f. Record the jump.
a. water, food, restroom everything smoothly and correctly. (1) student’s logbook
b. pockets cleared, jewelry off, gum a. without coaching or prompting (2) A license application card
disposed b. real time (3) DZ master log
c. special considerations (medical) 6. Assemble and brief a ground crew. (4) first-jump certificate, as
4. Disposition a. canopy instruction (radio) appropriate
a. behavior consistent and positive b. student assistance and retrieval F. ADDITIONAL TRAINING
b. perspiration 7. Perform the pre-boarding equipment The instructor conducts or supervises
c. breath check, including all personal items and the required training in equipment, rules
the radio. and recommendations, and spotting and
d. breathing rate
C. ABOARD THE AIRCRAFT aircraft appropriate for the student’s level
e. rate of movement (nervous or of advancement (category).
jumpy?) 1. Monitor the student’s equipment.
f. voice 2. Coordinate exit position and planned 4-2: VIDEO AND CAMERA
interaction with other jumpers or
B. TRAINING groups during exit. 1. Video has proven to be an effective
training and marketing aid, but the
1. Each instructor is responsible for all 3. Encourage self-reliance. USPA Instructor must approve and
previous training.
4. Conduct the pre-exit equipment brief the videographer prior to the
a. thorough review of the student’s check. jump.
performance records
5. Supervise spotting, according to the 2. Refer to the Skydiver’s Information
(1) logbook student’s level. Manual, Section 6, for camera flyer
(2) A license application card recommendations, particularly those
D. JUMP SUPERVISION AND pertaining to student jumps.
(3) DZ master log OBSERVATION 3. Minimum experience qualifications
(4) discussion with previous 1. An instructor should be able to
instructors a. 300 group freefall skydives
effectively observe a student making
b. student’s subjective evaluation of short freefalls (up to ten seconds) b. 50 jumps flying camera with
the previous jump (What did the from the aircraft. experienced jumpers
student think?) 2. The instructor may jump with students 4. Considerations for photographers on
c. questions specific to the last making longer freefalls to observe and IAD and static-line jumps
skydive critique for retraining during the a. The camera flyer needs to remain
debrief. clear of the student during and
d. thorough review of the four
emergency areas—aircraft, freefall, E. POST JUMP following exit.
equipment, landing—using the 1. Verify that the student has landed b. Only USPA-rated Instructors may
appropriate training aids safely and returned to the operations interact with students during exit
(1) aircraft mock-up center. and freefall until the student is
cleared to freefall self-supervision.
(2) training harness

94 | IAD and Static-Line Instructor Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
5. The USPA Instructor should correct any (4) closing loop with no more than
IAD
-4
camera flyer actions that cause concern. ten percent fraying INSTRUCTOR’S
4-3: PRE-JUMP CHECKS e. main deployment handle in place DUTIES SLI
f. canopy release system and RSL
A. INTRODUCTION (1) correct canopy release
1. One of the instructor’s greatest assembly b. Helmet
responsibilities is equipment (2) RSL connected and routed (1) adequate protection
management. correctly
(2) fit and adjustment
2. Preparation before boarding prevents g. chest strap and hardware
accidents. c. Altimeter
(1) snap type connected and
3. Having an organized routine will make adjusted (1) readable by student
the operation run more smoothly. (farsightedness?)
(2) friction adapter type: threaded
4. Conduct three complete equipment correctly, adjusted, and running (2) zeroed
checks. end secured to prevent slippage d. Goggles
a. before rigging up h. reserve ripcord handle (1) correct type for contacts or
b. before boarding i. canopy release handle glasses
c. before exit j. harness adjustments (2) clear and clean
B. EQUIPMENT PREPARATION k. leg straps and hardware (3) tight
1. Always check the rig in a logical order, (1) threaded properly e. Gloves
such as top to bottom, back to front. (1) worn for jumps into 40 degrees
(2) hardware function (snap
2. A typical sequence (varies according operation) or cooler
to equipment configuration) (2) light and flexible
l. outer clothing (or jumpsuit)
a. automatic activation device f. Aerial photograph for pattern
(1) free movement
(1) switched on planning (USPA Flight Planner)
(2) adequate protection on landing
(2) calibrated g. Radio or other means of
(3) secure; can’t impede handle communication
b. reserve ripcord access
(1) movement of the cable in the (1) all required equipment in place
(4) pockets empty, jewelry and ready
housing removed
(2) pin in place at least halfway, (2) all required personnel
(5) fall rate (if applicable) coordinated
but not shouldered onto the
grommet 3. Using the same sequence, check the (3) entire team informed of the
equipment after the student is canopy flight plan
(3) no more than ten percent visible completely rigged and with everything
fraying to the closing loop adjusted, paying particular attention to (4) “no-jump” signal prepared
(4) closing loop tight for properly the following; (5) student’s radio on
closed container a. risers over the shoulder, not under 5. Perform another pre-jump inspection
(5) reserve in date, seal intact the arm in the aircraft prior to exit.
c. main closing (hand deployment) b. release handle not under the main
lift web
C. AIRCRAFT PREPARATION
(1) flap closing order and bridle 1. Inspect and prepare the aircraft.
routing correct c. proper threading of harness
hardware a. familiar with door operation
(2) slack above the curved pin
d. chest strap routed clear of the b. protrusions removed
(3) pin fully seated reserve ripcord c. smooth edges
(4) tight closing loop, with no e. twisted harness straps
more than ten percent visible d. seat belts clear
fraying f. comfort pads in position e. knife aboard
(5) pin secured to bridle with no g. overall adjustment and fit: A loose f. pilot rig in date
more than ten percent fraying harness may allow the container
to shift in freefall, causing stability 2. Brief the pilot.
(6) collapsible pilot chute cocked problems. a. spot
(7) pilot chute and bridle with no 4. Student’s personal equipment
more than ten percent damage b. routine procedures
(SHAGGAR, explained below)
at any wear point c. flap settings and airspeeds
a. Shoes
d. main closing (ripcord) d. emergency procedures
(1) appropriate for the student
(1) free movement of the cable in jumping; sandals, heels, and (1) aircraft malfunctions
the housing leather (or synthetic leather) (2) premature openings
(2) secure cable housing ends soles not recommended
(3) ensuring a knife is available for
(3) ripcord end not kinked or (2) hooks taped the pilot to use in an emergency
nicked (3) laces double knotted

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 IAD and Static-Line Instructor Rating Course | 95
C. AT 1,500 FEET (OR DZ POLICY)
IAD
SLI -4 INSTRUCTOR’S
DUTIES
1. Seat belts off (all jumpers)
2. Static line hooked up and checked by
the student(s) on the first pass only
3. Pre-exit equipment check, including
e. flight plan and altitudes for the static-line routing from backpack to
load attachment and radio
D. JUMP CONDITIONS 4-5: RECURRENCY TRAINING
1. Up-to-date weather forecast
1. The IE and USPA Instructor rating
2. Surface winds and winds aloft
candidates review USPA recurrency
3. Daylight remaining recommendations for students and
experienced jumpers found in SIM
E. REFER TO SIM 5-4, PRE-JUMP Section 5-2.
SAFETY CHECKS AND BRIEFINGS
2. Recommended recurrency training and
4-4: PRE-JUMP CHECKS jumps for most licensed skydivers may
be conducted by a USPA Coach under a
(STATIC-LINE SUPPLEMENT) USPA Instructor’s supervision.
A. STATIC-LINE PREPARATION
1. Correct length for that aircraft
2. Routing correct for pack opening and
orientation to aircraft door
3. Static line secured against the
windblast (extra stow bands, etc.)
4. Closing pin(s) or cables
a. in place in a manner to prevent
release during climb-out
b. no more than ten percent visible
damage at attachment to static
line
c. not bent or cracked
5. Main closing loop(s) tight and no
more than ten percent visible damage
6. Static-line abrasion
a. No more than ten percent damage
anywhere on static line assembly
b. If damage is visible on the static
line, connect it to the aircraft to
see if the damaged area is
abrading on the aircraft.
7. Assist device attached (pilot chute
assist type)
8. Perform another pre-jump inspection
in the aircraft just after hook-up.
B. AIRCRAFT PREPARATION
1. Special aircraft configuration
a. static-line attachment sturdy and
recently inspected by an aircraft
mechanic
b. knife aboard
2. Brief the pilot for special static-line
procedures and emergencies
a. go-arounds
b. student refusal; retrieval
impossible
c. premature opening on step
d. student in tow

96 | IAD and Static-Line Instructor Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
-5
DEMONSTRATION
AND GROUND IAD
PRACTICE FOR SLI
5. Demonstration and Ground Practice for Evaluations EVALUATIONS

A. PURPOSE E. PRACTICE
1. After the classroom portion and prior
to evaluations, the instructor examiner
and staff demonstrate how to conduct
the student training and jump activities
for which the candidates are being
rated and evaluated.
2. Candidates may practice the skills,
supervised by the course staff, keeping
in mind that course time is limited and
evaluations must soon begin.
B. IAD AND STATIC-LINE
SESSIONS
1. Prior-to-boarding sequence
a. pre-jump training of students in
Category B (includes practice
deployments)
b. static-line rigging and other
equipment preparation
c. jump preparation
d. pre-boarding equipment check
2. Pre-boarding, boarding, climb-to-
altitude, and pre-jump sequence:
a. control of the student in the
loading area and in the aircraft for
boarding and the climb to altitude
b. deployment system preparation and
pre-exit equipment check procedures
c. control of the student’s movement
in the aircraft during climb-out
d. spotting and pilot communications
3. Student observation
4. Post-jump critique
C. FREEFALL SESSION
1. Conduct Category D training using
the ISP outline
2. Using the mock-up, the correct
procedures for pre-boarding, boarding,
climb to altitude, climb-out, and exit
3. Using a simulated student performance
scenario, a proper debrief
D. DIVE FLOWS

EVALUATOR ACTING AS STUDENT

JUMP 1
Use the dive flow for Category B in the
Integrated Student Program.

JUMP 2 (SOLO FREEFALL)


Use the dive flow for Category D, Dive
Plan 2 in the Integrated Student Program

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 IAD and Static-Line Instructor Rating Course | 97
IAD
SLI -6 CANDIDATE
EVALUATION
6. Candidate Evaluation
1. Preparation b. set good example
A. INTRODUCTION
2. Explanation and demonstration 9. debriefing
1. This section of the course is to be
presented to the candidates with all 3. Student trial and practice a. walk and talk
evaluators for that course present. 4. Review and evaluation b. corrective training
a. serves as the evaluator’s briefing 5. Jump preparation c. decision to advance
b. reassures the candidates that they a. student’s flight plan d. preview next dive
are fully informed of all evaluation
criteria and instructions b. ground support personnel (radio, e. paperwork
student retrieval)
c. provides a dialog and rapport 10. The freefall ground training, air
between candidates and c. aircraft preparation evaluation, and post-jump debrief is
evaluators before testing begins required for all candidates, regardless
d. pilot briefing
of whether the candidate holds any
2. The IAD and Static-Line Instructor 6. Equipment check—three required USPA instructor ratings in other
Rating Course includes two practical disciplines
evaluation sections. 7. Supervision (equipment, pre-
boarding, and boarding) D. SCHEDULE
a. IAD or static-line jumps
8. Climb to altitude
(1) ground training IAD AND STATIC-LINE EVALUATIONS
a. helmet and seat belt
(2) in the air (actual jumping) 1. The IAD and static-line evaluations
b. view of airport
b. solo jump training, observation, are scored on the IAD and Static-Line
and debrief c. verbal review Training and Supervision Evaluation
d. mental review Form.
3. The course also includes a written exam.
e. spotting 2. Evaluation for preparation, explanation
4. There are two formats of evaluation and demonstration, student trial and
dives. 9. Deployment system preparation and practice, and review (ground training)—
a. satisfactorily plan and execute two pre-exit equipment check
a. begins when the evaluator calls
IAD or static-line jumps taken 10. Climb-out control “time in,” and the candidate begins
from Category B of the ISP (with training the stand-in student
a. student
practice deployments)
b. deployment device b. ends when the candidate declares
b. satisfactory non-method-specific the ground training portion of the
freefall training and observation evaluation complete
jump FREEFALL JUMP EVALUATION
3. Once the ground training portion of
Each candidate is evaluated in all the
B. GENERAL the evaluation is complete—
subject areas and sub-areas shown on the
1. To ensure standardized procedures, Freefall Ground Training, Supervision, and a. The candidate manifests the load.
each evaluation should be conducted Debriefing Evaluation Form. b. The candidate informs the
in generally the same manner and to evaluator where to meet on the
the same standards of performance. 1. Preparation
20-minute call for the load.
2. For the IAD and static-line jump 2. Explanation and demonstration
c. The candidate is released until the
evaluations, the IE may divide the 3. Student trial and practice 20-minute call for the load.
candidates into teams of two,
supervised by an evaluator; may 4. Review 4. The remainder of the evaluation
switch team members; or the 5. Supervision (equipment—three a. begins at the 20-minute call for
evaluator may act as student. checks, pre-boarding, and boarding) the load and continues through
3. The evaluator explains in detail what 6. Climb to altitude pre-boarding, climb-out, and the
will be considered a satisfactory jump
a. helmet and seat belt
performance during the training and b. breaks for aircraft and canopy
jump operations. b. view of airport descent and the return of the
4. For the freefall student evaluation(s), c. deployment altitude review jumpers to the packing area
only evaluators will portray students d. mental review c. resumes after the candidate
participating in a training jump. receives the mock ground crew
e. verbal review
C. AREAS TO BE EVALUATED report from the evaluator on the
f. equipment check prior to exit student’s canopy descent
IAD OR STATIC-LINE JUMP g. spotting d. continues as the candidate begins
EVALUATION 7. Exit and freefall observation and the debrief of the evaluator or
altitude monitoring person acting as the student (with
Each candidate is evaluated in all the the evaluator present)
subject areas and sub-areas shown on 8. Opening to landing
the IAD and Static-Line In-Air Skills e. ends when the candidate
a. observe student canopy control completes the debrief
Evaluation Form.

98 | IAD and Static-Line Instructor Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
FREEFALL JUMP EVALUATION (1) The evaluator briefs the stand-
IAD
-6
in privately regarding any CANDIDATE
1. The freefall evaluations are scored on
the IAD, Static-Line, and Tandem
tendencies or deficiencies of
the student the stand-in is
EVALUATION SLI
Training, Supervision, and Debriefing portraying.
Evaluation Form.
(2) The stand-in will present an
2. Evaluation for preparation, explanation imperfect performance during c. During IAD or static-line jumping
and demonstration, student trial and the training, as briefed by the evaluations, the jumper acting as
practice, and review (ground training)— evaluator, to test the the student will cooperate and
a. begins when the evaluator calls candidates’ ability for communicate as an experienced
“time in,” and the candidate begins recognition and corrective jumper during all phases of the jump.
training the stand-in student training. (1) The evaluator may present or
b. ends when the candidate declares d. The evaluator may call a “time out” direct the candidate acting as
the ground training portion of the during any part of the evaluation, the student to present certain
evaluation complete but the candidates may not, scenarios to challenge and
except for safety reasons. enhance the experience of the
3. Once the ground training portion of candidate acting as instructor.
the evaluation is complete: (1) The evaluator should call time-
outs only when necessary. (2) In each case, the candidate
a. The candidate manifests the load. acting as instructor must be
(2) The evaluator will allow time fully informed of the scenario
b. The candidate informs the for the candidate to regroup
evaluator where to meet on the and reviewed on the expected
following a time-out. response.
20-minute call for the load.
e. evaluator’s equipment (3) The person acting as student
c. The candidate is released until the
20-minute call for the load. (1) Evaluators will wear standard will exit in a stable position.
student accessory equipment, d. The evaluator determines who will
4. The remainder of the evaluation begins including clear goggles or visor,
at the 20-minute call for the load and be in charge during aircraft and
shoes, and hard helmet. jump operations; everyone must
ends when the candidate completes
the debrief of the evaluator, acting as (2) The evaluator will declare know who’s in charge at any given
the student. equipment to be used on the time.
actual jump and instruct e. Aircraft emergencies will not be
E. GROUND RULES candidates to ignore specific simulated during actual jumps,
1. General equipment preferences of the although in coordination with all
evaluator not ordinarily found aboard the aircraft, the evaluator
a. Prior to each evaluation session, the on students (hook knife, etc.).
evaluator will conduct a briefing may call out certain emergency
with the candidate for all subjects of (3) All rigging problems must be style scenarios during the ride to
the evaluation process, to include— determined during the pre- altitude to evaluate the candidate’s
boarding equipment check. response.
(1) a brief review of the evaluation
procedures (4) Under no circumstances will an f. After the jump, the evaluator
evaluator attempt to board an provides the candidate a mock
(2) comprehensive and detailed aircraft with mis-rigged ground crew evaluation of the
explanation of the scoring equipment or exit an aircraft student’s canopy descent to be
criteria with contrived equipment included as part of the debrief.
(3) the level of performance problems. 3. Freefall evaluation jumps
expected (5) The evaluator may present a. Scenarios will be drawn from an
(4) specific safety and scoring non-safety equipment ordinary skydiving school
reminders problems to be caught during environment.
the pre-exit check aboard the
(5) mock written training record, aircraft. b. Evaluators should make the
background, and scenario on the evaluation scenarios both
simulated student to be trained, f. Under ordinary circumstances, each challenging and a learning
which will include the simulated training session will be followed by experience for the candidates.
student’s prior performance a practice or actual evaluation jump;
deficiencies however, the IE may allow multiple (1) Evaluator challenges will provide
ground training evaluations prior to opportunities for the candidates
(6) an opportunity for the jumping. to observe problems in freefall
candidates to ask questions for subsequent review and
about the skydive and the 2. IAD and static-line evaluation jumps correction.
evaluation procedure a. The candidate conducts actual IAD (2) The evaluator may not correct or
b. Each candidate is expected to or static jumps with the evaluator assist the candidates during the
follow the ISP outline for the jump observing or acting as student evaluations with the exception of
to be trained and include all the (another candidate or a jumper with discrepancies that might
points listed on the IAD and Static a minimum USPA B license and 100 compromise safety on that jump.
Line Instructor Rating Course jumps may also act as student).
Ground Preparation Checklist. c. Teaching of aircraft spotting will be
b. Each candidate must make at least conducted during the ground training
c. The candidate arranges for a one IAD or static-line jump during for Category D jumps and will be
stand-in, preferably a candidate in the course, according to the rating included in the practical (in-aircraft)
the course, to be trained while the the candidate seeks. evaluation of freefall evaluation jumps.
evaluator takes notes.

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 IAD and Static-Line Instructor Rating Course | 99
3. Each candidate must earn a score of (1) failure to properly route or
IAD
-6 CANDIDATE Satisfactory on all sections and hook up the static line
SLI EVALUATION
subsections of the IAD and Static-Line
In-Air Skills and Instruction Evaluation
(2) during a stable exit, allowing
the static line to get under or
Form and the Training, Supervision,
around the arm of the jumper
and Debriefing Evaluation Form.
acting as student
d. Role playing: To aid the candidates a. correct preparation of the
to view the evaluator as a student, (3) failure to unhook all static lines
deployment device, including
during the remainder of evaluation prior to candidate jumping
actively engaging the simulated
the evaluator may play the role of student in checking it j. IAD
the student just trained.
b. radio check (1) failure to withdraw the pilot chute
e. fall rate
c. spots the aircraft correctly (2) allowing a premature container
(1) On Category D evaluation jumps, opening
candidates may be presented d. control of the climb-out (student
and deployment device) (3) dropping the pilot chute prior
with significant vertical and
to student launch
horizontal separation that must 4. Unsafe performance
be negotiated to continue (4) during exit, allowing the pilot
a. The evaluator must advise the IE of
adequate observation. chute bridle to contact the
any performance that, in the
jumper’s arm or any part of the
(2) Evaluators will not present evaluator’s opinion, creates a safety
aircraft
impossible fall-rate or separation hazard during an evaluation jump.
scenarios using experienced k. jump in violation of FAA cloud
b. The IE may recommend additional
skydiver skills. clearance minimums
training for the candidate or that
(3) Evaluators should present fall- the candidate not continue with l. bad spot where the simulated
rate challenges to the the in-air practical evaluation of student would not be able to
candidate(s) that allow them to the course at this time. return to a safe landing area
demonstrate fall rate range. m. other
c. This also applies to freefall
f. During the evaluation, the candidate evaluation jumps.
should be presented with a loss-of- Note: “Other” is not meant as an open or
5. Mandatory scores of Unsatisfactory: broad interpretation of the reasons for a
altitude awareness scenario,
requiring the candidate to get clear a. failure to review previous score of Unsatisfactory; rather, it is
and deploy by 3,500 feet. information, including the four reserved for unforeseeable situations that
emergency areas in the judgment of the evaluator and the IE
g. At the end of each evaluation would compromise the safety of an
session, the evaluator will debrief b. failure to perform training for the evaluator or a real student.
the candidate on the performance. performance objectives using the
preparation, explanation and NON-METHOD-SPECIFIC
(1) reinforcement of areas where
demonstration, trial and practice,
the candidate was successful EVALUATION SCORING
and evaluation and review method
(2) where possible, instruction,
c. insufficient repetition during Note: This Section is waived for current
including demonstration and
practice or insufficient correction USPA Instructors in other disciplines.
practice, to correct deficiencies
and positive feedback for the 1. The candidate is allowed two teaching
(3) assignment and and necessary student to acquire the skills sessions before an evaluator to earn a
explanation of the scoring for score of Satisfactory conducting the
d. neglects to conduct any of the
that evaluation freefall and canopy training in Category
three pre-jump equipment checks
F. SCORING D (refer to the ISP syllabus).
e. missed major rigging errors during
the pre-jump equipment 2. The candidate is allowed two
IAD AND STATIC LINE EVALUATIONS inspections, including but not opportunities to earn a score of
1. Each candidate is allowed up to four necessarily limited to— Satisfactory on at least one jump
evaluation sessions and jumps to where the instructor examiner, or his
(1) missing altimeter designated evaluator acting as a
conduct the following in his or her
specific method: (2) misrouted three-ring release student, performs a jump from
system or improperly routed Category D, Dive Plan #2.
a. one satisfactory complete training RSL (depending on the severity)
session in Category B 3. The candidate observes and critiques
(3) improperly routed or threaded common deficiencies as presented by
b. two satisfactory Category B jumps chest strap the evaluator.
2. The candidate completes a (4) unsuitable parachute assembly 4. Mandatory scores of Unsatisfactory
satisfactory pre-jump check of all (in addition to those listed for IAD
associated systems, meaning that (5) altimeter not zeroed
and static-line evaluations):
everything is inspected and prepared f. failure to fasten all seat belts for
necessary for a safe jump under a. candidate failure to recognize
taxi and take off
ordinary circumstances. evaluator’s (acting as student) loss
g. failure to recognize a misrouted of altitude awareness and to get
a. student’s parachute equipment deployment device clear and deploy by 3,500 feet
and personal items
h. allowing a premature container b. collision with the evaluator
b. ground support personnel opening at any time during climb
c. aircraft and pilot to altitude or student climb-out
i. static line

100 | IAD and Static-Line Instructor Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
G. RETESTING
1. IAD or static-line jump retesting: A
candidate who fails to obtain a score of
Satisfactory in all areas of the IAD and
CANDIDATE
EVALUATION
IAD
SLI -6
Static-Line In-Air Skills Evaluation
Form must retake that portion of the
USPA IAD or Static-Line Instructor
Rating Course at another time.
2. Non-method-specific retesting: A
candidate who fails to obtain a score of
Satisfactory in all areas of the Ground
Training, Supervision, and Debriefing
Evaluation Form will require retesting
at another USPA IAD, Static-Line, or
Tandem Instructor Rating Course.
3. A candidate who fails to obtain a score
of Satisfactory in one or all areas of the
IAD and Static-Line Instructor Rating
Course will be required to wait
fourteen (14) days before attending
another IAD and Static-Line Instructor
Rating Course, unless a detailed
training plan is developed for the
candidate by the IE, which is executed
within the timeframe decided upon by
both parties before the candidate may
attend another USPA IAD and Static-
Line Instructor Rating Course. The
disqualified candidate may act as a
stand-in student for ground evaluations
as approved by the attending IE.
4. Written exam retesting
a. Each candidate will be provided a
second opportunity to pass the
test during the course.
b. Failure to answer 100% of the
questions correctly on the second
attempt will require the candidate
to study, retake the classroom
portion of a future IAD or Static-
Line Instructor Rating Course, and
pass the written exam at that
course.
5. Retesting fees: All retesting and
re-evaluation fees are at the
discretion of the IE.
6. All portional retesting must be
accomplished within 12 months of the
failed or incomplete course, or the
candidate must retake the complete
course.

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 IAD and Static-Line Instructor Rating Course | 101
102 | IAD and Static-Line Instructor Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
IAD, Static-Line and Tandem Instructor Rating Course
Ground Evaluation Checklist
1. Introduction (15-20 minutes) FF pilot chute in tow FF each objective explained and
FF student in tow demonstrated individually, with
a. Instructor student trial and practice for each
FF name FF horseshoe
FF two canopies out FF skills mastered individually, then
FF background combined
b. student FF inflation malfunctions (streamer, bag
lock, lineover, major damage, etc.) FF effective mix of vertical and
FF motivations horizontal training
FF physical condition: medical, vision, FF minor problems (line twists, pilot
chute hesitation, end cells, stuck FF real-time dirt dives without coaching
hearing, age, weight, dental, scuba,
slider, minor damage, control line FF realism
injuries, blood donations, prescription
and non-prescription drugs, alcohol malfunction, etc.) b. training aid use
FF identification and controllability FF vertical trainer
FF USPA membership, waiver, etc.
check (acronym, e.g., “there, square, FF horizontal trainer (body position and
FF appropriate clothing (pockets,
steerable,” etc.) techniques must be correct at all
jewelry)
FF decision and execution altitudes times; simulate overshoot of turns for
FF non-jump background realism)
FF do-not-cut-away-below altitude
FF logbook FF real time use (e.g., clock altimeter)
FF collisions and avoidance
FF video (previous, this jump?)
FF student’s subjective evaluation
e. landing 6. Meeting Student (20-Minute Call)
FF use of landing trainer mock-up
FF procedure to prepare for jump (time FF pre-jump equipment check (student
FF water
frame, etc.) and instructors)
FF trees
c. skydive FF pre-boarding supervision
FF tie-in to previous experience FF wires
FF full-dress rehearsal at mock-up or
FF introduce objectives (emphasis on FF other obstacles, prevention, drag aircraft
pull altitude) recovery
FF boarding
FF brief description (concept, flow) FF avoidance
FF PLF demonstrated by student 7. Climb to Altitude
FF demonstration and video, if available
d. major changes FF helmet and seat belt
3. Aircraft Procedures (10 minutes)
FF practice deployment (Category B FF deployment system prepared and
FF climb out and exit checked
IAD and static line)
FF all aircraft covered FF view of airport from aircraft
FF intentional turns (Category D)
FF spotting FF deployment altitude review (at
FF instructor low deployment (Category D)
correct altitude)
2. Review (20-25 minutes) 4. Canopy Control (10 minutes)
FF student mental rehearsal
FF use of DZ photo or flight planner; walk
a. equipment FF student verbal rehearsal with
in field
FF use of checklist or flight planner instructor
FF main
FF equipment (student explains and FF spotting
demonstrates rig in Category D) FF reserve
FF supervision during pre-exit and
FF exit point
b. aircraft climb-out
FF use of mock-up or aircraft FF holding area
FF landing pattern from different 8. Opening to Landing (Category D)
FF low altitude (landing with aircraft)
directions FF observe canopy control
FF bail out
FF ground guidance FF set good example
FF poised exit
FF alternate guidance (instructor, etc.)
FF open container 9. Debriefing (10-15 minutes)
FF landing procedure: flare height, stall
c. freefall (Category D) FF use of appropriate area (aircraft,
recovery
FF unstable at pull time mock up, etc.)
FF effect of low turn
FF loss of altitude awareness FF walk and talk
FF unable to regain stability and over on 5. New Training (30 minutes) FF student’s view first
back
a. instructional strategy FF student’s perceptions correct
FF five-second rule FF lesson and training environment FF instructor’s perceptions thorough
FF pull priorities prepared and accurate
FF instructor deploys FF explanations and demonstrations FF proper review of video, if used
d. equipment emergencies correct FF emphasis on positive
FF use of training aids (harness, FF effective mix of explanation and FF advancement/non-advancement
photographs, pilot chute or ripcord demonstration with trial and practice decision
mock-up) FF on-the-spot correction FF corrective training
FF premature container opening FF performance objectives explained FF introduction of objectives for next
FF floating ripcord, lost handle thoroughlyand properly level (if advanced) and flow of dive
FF hard pull
FF paperwork, log entry
FF total malfunction

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 IAD and Static-Line Instructor Rating Course | 103
104 | IAD and Static-Line Instructor Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
SAMPLE EVALUATION FORM
Preparation FF Unsatisfactory FF Satisfactory
Individual knowledge. Organization, teamwork, instructional flow, preparation and control of training area, and use of training aids.

Explanation and Demonstration (Presentation) FF Unsatisfactory FF Satisfactory


Includes introduction. Objectives and flow of the dive, followed by a more detailed explanation of each point. It should be clear and understandable.
Horizontal and vertical demonstrations.

Student Trial and Practice (Application) FF Unsatisfactory FF Satisfactory


Efficient and effective. Develops student performance to the degree that the student (after mastering each individual skill) can perform the dirt dives in
real time without coaching. Emphasis on horizontal. Step by step.

Review (Evaluation) FF Unsatisfactory FF Satisfactory


Emphasis on requiring student demonstrations of skills with continual evaluation of progress. Effective written checklist with key questions. Complete
(especially four emergency areas: aircraft, freefall, equipment, landing).

Supervision (equipment, pre-boarding, boarding, canopy descent) FF Unsatisfactory FF Satisfactory


Control during full-dress rehearsal, pre-boarding, and boarding. Canopy descent and landing pattern review. Equipment check—three required.

Climb to Altitude FF Unsatisfactory FF Satisfactory


Orienting the student to the DZ and ground winds, reviewing significant altitudes (no-more turns, lock-on, deployment), student’s mental preparation,
required description of the dive from the student, hand-signal review, pre-exit equipment check, spotting (involving the student in the process and
effectiveness), supervision while moving to the door and getting into position for exit.

❑ helmet and seat belt


❑ view of airport
❑ deployment altitude review
❑ mental review
❑ verbal review
❑ spotting
❑ climb-out

Exit, Freefall Observation, and Altitude Monitoring FF Unsatisfactory FF Satisfactory


Within range to observe, altitude aware, non-interference

Opening to Landing FF Unsatisfactory FF Satisfactory


Observe student canopy control and set good example.

Debriefing FF Unsatisfactory FF Satisfactory


Use of walk and talk technique (post dive with the student’s story first). Thorough and accurate. Beneficial to the student. Positive and upbeat approach.
Advancement decision. Corrective training. Paperwork (logbook, DZ records).

❑ walk and talk


❑ video reviewed
❑ corrective training
❑ advance decision
❑ lesson preview
❑ paperwork

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 IAD and Static-Line Instructor Rating Course | 105
SCORING AND CRITERIA EXAMPLES
Preparation

Explain and
Presentation Accurate and correct
Demo

Trial and
Application Student performance as close to perfect as possible
Practice

Review Evaluation Feedback from student performance

If it applies; Can be USPA format or DZ format. Minimum of a specific and


Students Flight Plan
accurate pattern

Jump Ground Support Personnel Ground guide (radio, arrow, paddles, etc)
Preparation
Aircraft Preparation Anchor point, hook knife (metal constructed), door operation, step, etc.

Pilot Briefing Specifics for effective communication

Equipment Pre-flight (observed), before boarding, before exiting. The evaluator cannot enter
Three Required
Checks an aircraft misrigged

Loading sequence according to DZ, protecting handles, helmet on, under


Supervision Guidance for Boarding and Climb
supervision, etc.

Helmet and Seatbelt On for taxi/takeoff up to 1,500 ft (or DZ policy) 

Verbal Review Verbal after altimeter cross check 


Climb to
Altitude Mental Review Student focus on the “perfect skydive”

Ensure location for exit and, if possible, show to student before exiting (cloud
Spotting
clearance, traffic)

Deployment
Preparation and Pre-Exit Check Static-line attached/controlled or pilot chute controlled
System

Climb-Out Student Positive and assisting as necessary


Control Deployment Device Control and recovery (static-line pulled back in)

Seat Belts Not fastened for taxi or takeoff, not unfastened prior to exit (safety issue)

Deployment Device  Not attached (static-line) not thrown (IAD)

Premature Container Opening Created by the candidate

Static-Line Fouled Misrouted so it may cause a “hung jumper”


Automatic
Unsats Dropped Pilot Chute (IAD) Could create out of sequence deployment

Pilot Chute Contact with the


Could create premature opening or “hung jumper”
Aircraft (IAD)

Bad Spot or Clouds Landing off the DZ due to improper exit point or falling through a cloud  

Safety; actually deploying the students main or reserve canopy, pulling the
Other
students cutaway handle, forcing the student to exit without consent

106 | IAD and Static-Line Instructor Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
TANDEM INSTRUCTOR
RATING COURSE T

TANDEM INSTRUCTOR RATING COURSE

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Tandem Instructor Rating Course | 107
108 | Tandem Instructor Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
1. Introduction and Orientation
INTRODUCTION AND
ORIENTATION T-1
A. WHAT IS A TANDEM prior to the expiration date of
satisfied, the IE will enter into the
INSTRUCTOR? the rating.
candidate’s logbook the type of
1. The USPA Instructor is the one of three (2) Each USPA Tandem Instructor tandem system for which the
is responsible to keep his or USPA Tandem Instructor is rated.
instructional ratings USPA administers,
her medical certificate current.
preceded by USPA Coach and followed B. TANDEM TRAINING
by Instructor Examiner. (3) Currently acceptable medical
BACKGROUND
certificates include the FAA
2. A USPA Tandem Instructor may— 1. Tandem jumping officially began in the
Class 3 Medical Certificate,
a. exercise all privileges of the USPA military flight physical, Navy United States when the FAA issued an
Coach rating diver physical, or for foreign exemption to two Florida equipment
jumpers-the civil aviation manufacturers, Strong Enterprises and
b. conduct tandem instruction jumps
medical accepted in the country the Relative Workshop, now known as
and the tandem first-jump course
in which he or she resides. United Parachute Technologies, to
or transition training to the tandem
(4) The original medical certificate conduct tandem jumping as an
method
must be verified by the examiner experimental program.
c. conduct training in the general and a copy must be submitted to 2. USPA began issuing tandem ratings to
portions of any first-jump course USPA Headquarters for the factory-trained instructors in 1996.
d. train and supervise jumps with initial rating and at each rating
3. On July 9, 2001, tandem jumping
non-method-specific students renewal.
became legal without an exemption
e. conduct the A license oral quiz 5. Candidates who have completed the as part of a major revision to FAR 105.
and check dive following may earn the USPA Tandem
4. On June 3, 2002, the FAA approved the
Instructor rating:
f. verify certain USPA license USPA Tandem Instructor Rating Course
applications, according to the a. demonstrated five practice as a stand alone certification course to
requirements in SIM Section 3 tandem cutaways wearing tandem train tandem instructors, giving USPA
equipment and with a simulated the ability to issue tandem ratings
g. supervise a USPA Coach in training student in the student harness in independently through qualified USPA
students and making recurrency the presence of a USPA Tandem tandem rating course directors
jumps with licensed skydivers Instructor or Tandem (IE). additionally approved by the various
3. Supervision (BSRs) b. completed the USPA Tandem tandem manufacturers.
a. All student training is conducted Instructor Proficiency Card 5. Tandem jumping is recognized as the
under the direction and oversight c. satisfactorily completed a USPA most popular method for first-time
of an appropriately rated USPA Tandem Instructor Rating Course jumpers.
Instructor (refer to the BSRs). including training for at least one 6. Tandem jumping has always been
b. All general, non-method-specific manufacturer’s brand model (type) conducted under two philosophies,
student training and jump supervision of tandem jumping equipment according to school policy and with
may be conducted by any USPA 6. Tandem rating types and varying degrees of application.
Instructor, but method-specific abbreviations a. an introductory or orientation jump
training and jumps (AFF, IAD, static- where the USPA Tandem Instructor
a. The distinction of “type” is
line, and tandem) require the conducts a minimum safety briefing
determined by joint agreement
instructor to hold that method- and controls as many aspects of the
between the manufacturer of the
specific rating. jump as possible
equipment and USPA.
4. Candidates who have met all the b. If there is a disagreement, USPA’s b. complete first-jump course training
following requirements may attend the distinction between or grouping of toward independent solo jumping,
USPA Tandem Instructor Rating Course: types is operative. with the student participating in as
a. reached the age of 18 years much of the jump as possible
c. Current types:
b. holds or has held any USPA (1) Parachute Labs Racer (PR) C. THE NATURE OF THE COURSE
instructional rating
(2) United Parachute Technologies 1. This course may be conducted—
c. earned a USPA D license Sigma (US) a. as an initial USPA Instructor rating
d. logged 500 jumps on a ram-air (3) United Parachute Technologies course for USPA Coaches
canopy Vector (UV) b. as a shorter transition course for
e. a minimum of three years experience (4) Stunts Adventure Equipment current USPA Instructors rated in
in parachuting (FAR 105.45) Eclipse (SA) another method
f. presented a current FAA Class 3 (5) Strong Enterprises (SE) 2. Each candidate is required to arrive
Medical Certificate or the at this course with all prerequisites
equivalent acceptable to USPA (6) Wings Tandem (WT) completed, as specified on the
(1) USPA will issue a Tandem (7) Firebird Omega (FO) Tandem Instructor Proficiency Card.
Instructor rating, even if the d. Upon successful completion of the 3. The course will cover the USPA
medical certificate will expire course and with all requirements Integrated Student Training Program

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Tandem Instructor Rating Course | 109
h. USPA D license a. other candidates (each candidate is

T-1 INTRODUCTION AND required to make at least one tandem


i. Administered two complete
jump in the student position)
ORIENTATION Tandem Instructor Rating courses
under the supervision of a current, b. the Tandem IE
appropriately rated IE and received c. evaluators designated by the
that IE’s recommendation Tandem IE
a. as it applies to tandem training
j. When submitting a new examiner 4. In the practice tandem phase, jumpers
b. subsequent training and jumps to rating, the Safety and Training
the A license with at least 100 jumps who hold a
Committee must verify that all USPA B or higher license may act as
c. transition from another training requirements have been met simulated students.
discipline before the rating may be issued.
The following items are required 5. All jumpers acting as simulated
4. The classroom, training, and evaluation to be submitted: students for tandem
for this course should be conducted
over a minimum of three full days. (1) Completed and signed Tandem rating candidates need to—
Instructor Examiner rating a. receive a briefing from a USPA
5. This course may re-qualify those who proficiency card
have let their USPA Tandem Instructor Tandem Instructor on all phases of
(2) Log book records showing at tandem equipment operation and
rating lapse.
least 500 actual tandem jumps emergency procedures
D. WHO MAY CONDUCT THIS (3) The Freefall Evaluation Jump b. under the supervision of a USPA
COURSE? Verification Form and the log Tandem Instructor, coordinate all
1. A Tandem IE who has conducted at book records or drop zone decision and execution altitudes
least one USPA Tandem Instructor manifest records showing at with the tandem rating candidate, in
Rating Course within the past 24 least 25 tandem instructor case the candidate fails to perform
months rating course evaluation jumps c. be trained on the location and use
2. Continues to meet all of the (4) The Ground Evaluation of examiner safety handles, if used
requirements to qualify as a course Verification Form showing at
least 25 tandem instructor F. RENEWING AN EXPIRED USPA
evaluator (listed in Section E, “How to TANDEM INSTRUCTOR RATING
become a Tandem Instructor ground evaluations
Examiner”). (5) Drop zone manifest records (or 1. For persons with an expired USPA
other evidence such as Tandem Instructor rating:
E. HOW TO BECOME A TANDEM payment records or a letter a. Meet manufacturer’s requirements
INSTRUCTOR EXAMINER from the drop zone owner or for the ground training necessary
1. A USPA Tandem Instructor may safety and training advisor) of before the tandem recertification
conduct this course if meeting all the teaching at least 50 complete jumps are conducted (must include
following qualifications: solo first jump courses a full review of standard tandem
(6) A current copy of the tandem procedures and emergency
a. Current USPA Tandem Instructor
manufacturer’s examiner rating procedures, including practice of
rating emergency procedures in a training
card or letter of designation
b. Completed at least 500 actual harness).
tandem jumps (7) A copy of the FAA Third Class
Medical or military or foreign b. Meet the manufacturer’s
c. Conducted at least 50 solo student equivalent requirements for tandem
first jump courses recertification jumps.
2. Evaluators
d. Conducted at least 25 tandem air (1) The required jumps vary between
a. The following is required for any different manufacturers.
evaluation jumps under the direct
course evaluators:
supervision of a Tandem IE (logged (2) Tandem instructors with
and verified on the Evaluation Jump b. Tandem jump evaluators must hold longer lay-offs or less tandem
Verification List form and you must a USPA Tandem Instructor rating experience will require more
also include log book or manifest and have acted as an instructor on thorough refresher training
records of the evaluation jumps at least 100 tandem jumps. with an examiner.
when submitting the examiner c. attendance
proficiency card to USPA (3) Check with the manufacturer
Headquarters). (1) All tandem evaluators must of the tandem system used for
attend the entire classroom the rating for specific refresher
e. Conducted at least 25 tandem portion of the first course at training guidelines.
ground evaluations including the which they evaluate.
evaluation, scoring and debrief, c. Pass the USPA Tandem Instructor
under the direct supervision of a (2) Evaluators must attend the rating course written exam with a
Tandem Instructor Examiner candidate and evaluator briefing score of at least 80 percent.
(logged and verified on the Ground of each course at which they d. Send a copy of the signed rating
Evaluation Verification form). evaluate. renewal form, medical certificate
d. Evaluators are appointed by the IE. and the rating renewal fee to USPA
f. Manufacturer examiner
Headquarters for processing. For
endorsement for the equipment e. Evaluators are supervised by the IE,
ratings expired for two years or
type in use for the rating course who is responsible for all evaluations.
more, the examiner must also
g. Successful completion of the USPA 3. Individuals who may act as simulated attach a notice stating that the
Instructor Examiner Rating Course students during the evaluation phases tandem instructor has completed
(IERC) of this course— refresher training.

110 | Tandem Instructor Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
G. CONVERTING A MANUFACTURER course or testing out of the Coach

T-1
OR FOREIGN COUNTRY TANDEM rating. INTRODUCTION AND
RATING TO A USPA TANDEM d. Completed items 2, 3, 4, 5, 6, 7, 10 ORIENTATION
INSTRUCTOR RATING and 16 on the USPA Tandem
Instructor rating course proficiency
1. For persons with a USPA Coach rating card.
(current or expired), current tandem depending on the type of the
manufacturer rating recognized by e. Provide proof of the manufacturers tandem system.
USPA, to convert a manufacturer’s rating rating to USPA Headquarters, such
as the tandem instructor rating card (3) The course staff and candidates
to a USPA Tandem Instructor rating:
issued by each manufacturer. will follow the manufacturer
a. Must have logged at least 15 progression for the type of
tandem jumps in the previous 12 f. Provide a copy of the USPA Tandem tandem equipment used in the
months. Instructor rating course proficiency course for the first five training
card, medical certificate and the jumps
b. Must meet the manufacturer rating fee to USPA Headquarters for
currency requirements for the processing. (4) At the completion of the
previous 90-day period. practice tandem phase, when
4. For all other persons with no the candidate’s USPA Tandem
c. Completed items 2, 3, 4, 5, 6, 7 and manufacturer rating recognized by
10 on the USPA Tandem Instructor Instructor Proficiency Card has
USPA but who hold a tandem rating all five jumps with an
rating course proficiency card. issued by a non-U.S. skydiving experienced jumper signed by a
d. Provide proof of the manufacturers federation or aero club: USPA Tandem Instructor or
rating to USPA Headquarters, such a. Must have logged at least 15 tandem any USPA IE, and the card is
as the tandem instructor rating card jumps in the previous 12 months. sent to USPA Headquarters.
issued by each manufacturer.
b. Must meet the manufacturer c. The candidate must show competence
e. Provide a copy of the USPA Tandem currency requirements for the in inspecting and packing the
Instructor rating course proficiency previous 90-day period. tandem equipment of the type for
card, medical certificate and the which he or she is being rated.
rating fee to USPA Headquarters for c. Earn the USPA Coach rating by
processing. attending the complete Coach 3. Written exam
course or testing out of the Coach a. Prior to attending the course, each
2. For persons with another USPA rating.
Instructor rating (current or expired), candidate must correctly answer at
current tandem manufacturer rating d. Completed items 2, 3, 4, 5, 6, 7, 10 least 80% of the questions on an
recognized by the USPA, to convert a and 13 on the USPA Tandem open-book written examination
manufacturer’s rating to a USPA Instructor rating course proficiency covering the following:
Tandem Instructor rating: card. (1) this syllabus
a. Must have logged at least 15 tandem e. Provide a copy of the foreign aero (2) the complete ISP syllabus
jumps in the previous 12 months. club tandem rating, USPA Tandem
Instructor rating course proficiency (3) the USPA Basic Safety
b. Must meet the manufacturer card, medical certificate and the Requirements
currency requirements for the rating fee to USPA Headquarters for (4) SIM Section 5
previous 90-day period. processing.
(5) FARs
c. Completed item 10 on the USPA H. WHAT IS REQUIRED TO PASS
Tandem Instructor rating course b. The tandem equipment
proficiency card. THIS COURSE? manufacturer may also require a
1. Practical: Candidates for the USPA written examination.
d. Provide proof of the manufacturers
rating to USPA Headquarters, such Tandem Instructor rating will be 4. Commencement of privileges
as the tandem instructor rating card evaluated during the course for their
ability to understand tandem jumping a. The privileges of any instructional
issued by each manufacturer. rating will commence upon
equipment and safely prepare and
e. Provide a copy of the USPA Tandem handle tandem students during actual successful completion of the
Instructor rating course proficiency tandem jumps with simulated students. rating course and will be valid for
card, medical certificate and the 30 days with a candidate log book
rating fee to USPA Headquarters for 2. Tandem evaluation— endorsement by the IE.
processing. a. initial tandem evaluation phase: The b. The rating must be processed at
3. For persons with no USPA rating, but candidate will make five tandem USPA headquarters to be
hold a current tandem manufacturer jumps using tandem equipment considered valid after the 30-day
rating recognized by the USPA, to under the supervision of the USPA grace period expires.
convert a manufacturer’s rating to a Tandem IE.
5. Initial Tandem Skydiving Procedures
USPA Tandem Instructor rating: b. practice tandem phase
a. After completing the tandem
a. Must have logged at least 15 tandem (1) The candidate will make a course, the tandem instructor may
jumps in the previous 12 months. minimum of five tandem jumps begin jumping with actual tandem
b. Must meet the manufacturer under supervision of the course students.
currency requirements for the staff before continuing to make
the practice jumps in phase 2. b. The tandem instructor should
previous 90-day period. make at least 15 tandem jumps
c. Earn the USPA Coach rating by (2) The progression through the with similar sized students and in
attending the complete Coach first five jumps will vary similar conditions to continue

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Tandem Instructor Rating Course | 111
the renewal application to verify

T-1 INTRODUCTION AND that the renewal requirements


were met
ORIENTATION
c. or, having met the renewal
requirements for an expired rating

building on the skills learned in 3. A skydiver may not verify his or her
the tandem course. own rating renewal requirements.

(1) The students should be of a 4. Renewing a higher rating automatically


similar height and weight as renews all ratings below it.
the tandem instructor J. COURSE OVERVIEW
(2) The jumps should be conducted 1. USPA’s Integrated Student Program
in smooth winds, avoiding gusty for tandem students
or turbulent conditions
a. the first-jump course
(3) The similar wing-loading and
wind conditions will help with (1) orientation jump
improving freefall and canopy (2) for ISP Category A objectives
skills as the tandem instructor
gains experience b. first-jump course performance
standards
I. KEEPING A USPA TANDEM c. Categories B-E, basic skydiving
INSTRUCTOR RATING CURRENT skills
1. Meet all manufacturers currency d. group skydiving skills
requirements.
2. Tandem method
2. USPA Tandem Instructors may annually
renew their ratings with their USPA a. equipment
membership by paying the annual b. routine procedures
rating renewal fee and providing
c. tandem problem solving
documentation of any of the following:
d. tandem emergencies
a. that the rating was initially earned
within the previous 12 months e. freefall student emergencies
(renewal fee and signature required) 3. General instructor’s duties
b. that the applicant has met the 4. Jump preparation and equipment
annual rating renewal requirements checks
by performing all of the following:
5. Demonstration and practice sessions
(1) acted as tandem instructor on a
minimum of 15 tandem jumps 6. Evaluation
within the previous 12 months,
including one within the previous
90 days on the specific system to
be used for conducting tandem
jumps with students
(2) present a copy of a current FAA
Class 3 (or higher) Medical
Certificate or an equivalent
acceptable to USPA, to USPA
Headquarters along with the
rating renewal form
(3) attended a USPA Instructor
seminar within the previous 12
months
(4) has conducted training or
complete review training in
Categories A and B for tandem
jumping
(5) within the previous six months,
has completed a full review of all
tandem emergency procedures
including a demonstration of
responding properly to each
malfunction with the use of a
training harness
(6) acquired the signature of a
current S&TA, IE or member of
the USPA Board of Directors on

112 | Tandem Instructor Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
2. The Integrated Student Program
THE INTEGRATED
STUDENT PROGRAM T-2
2-1: ISP OVERVIEW (3) The student becomes more a. choosing the correct system and
independent and less supervised
performing a complete pre-jump
1. The USPA Integrated Student as he or she progresses and may
equipment check
Program is a complete and detailed require the information in these
three areas when encountering b. putting the equipment on the
outline recommended by USPA to
new experiences during jumps in student and himself or herself and
train students from the first jump
that category. adjusting it properly
through the A license.
4. An oral quiz follows each category. c. adjusting the student’s harness to
2. The ISP integrates all USPA-recognized securely contain the student and
methods for teaching skydiving, a. It may be given after the student
correctly distribute the load on
particularly in the early portion of the completes the last jump in the
the harness for the student’s
training: harness hold (USPA Accelerated category or serve as a review
comfort under canopy (see the
Freefall), instructor-assisted preceding training in the next
manufacturer’s equipment manual)
deployment, static line, and tandem. category.
d. conducting a complete equipment
3. Schools using the ISP outline or its b. The USPA Instructor conducting the
check after putting on the student’s
equivalent can easily track a student’s A license check dive draws from the
gear and before boarding the aircraft
performance and interchange the quiz questions for the oral testing
various training methods to make the portion of the license review. e. checking that the equipment is
most effective use of their training ready to jump before the student
resources.
2-2: THE ISP FIRST-JUMP exits the aircraft
COURSE FOR TANDEM 4. Tandem students are responsible
a. There are eight categories of
for—
advancement, A-H. 1. The ISP recognizes that a tandem
first-jump course may be a skydiving a. making sure the instructor
(1) Categories A-D focus on basic
familiarization and orientation jump performs complete pre-jump
skydiving survival skills and are
with a minimum of training or one equipment check at the three
very closely supervised.
that enables the student to progress crucial points
(2) During Categories E through H, to Category B of the ISP. b. verifying attachment of the
students become more student’s and instructor’s harness.
independent and supervision 2. This Section of the Tandem Instructor
requirements are relaxed. Rating Course refers only to tandem 5. Students training for solo jumps are
jumps used to complete Category A taught to protect the parachute system
(3) Categories G and H concentrate advancement criteria in the ISP. operation handles, but monitoring the
on group freefall skills and to equipment throughout the jump
3. For tandem orientation jumps without
prepare a student to jump operation is a primary duty of the
the immediate goal of progression,
without supervision and the instructor.
refer to the tandem section in Category
USPA A license. A of the ISP and the BSRs. 6. The student should be familiar with any
b. Each category following Category 4. The number of students in the first- other equipment operation he or she is
A, the first-jump course, is divided jump course should be appropriate for expected to perform independently
into six skills and knowledge sets: the number of staff available to facilitate (personal items, equipment recovery
(1) exit and freefall the course. and return, etc.)

(2) canopy A. EQUIPMENT 7. The student should know that the


responsibility for the equipment shifts
(3) emergency procedure review 1. The student should know the location from the instructor to the student later
of the drogue release handle. as the student progresses.
(4) equipment
2. Limiting the equipment discussion for 8. Discussion
(5) rules and recommendations
first-jump students
(6) spotting and aircraft B. EXIT
a. The instructor describes the
c. Each student, except those making parachute opening in the three 1. A minimum one full-training tandem
tandem jumps, should complete significant stages that determine jump is recommended in Category A.
training in the freefall, canopy, and the response from the jumper: 2. Prior to exit the tandem student should
emergency review sections prior activation (container opening), be responsible to verify that the
to making a jump in any category. deployment, and inflation. tandem harness is attached in four
(1) Some freefall dive flows require b. Describe only a correct opening places to the instructor’s harness, two
the freefall and emergency when first introducing the concept, at the shoulders and two at the hips.
procedure training and review but in terms the student will hear 3. Exit technique for various types of
for the student to safely throughout the course and the aircraft (discussed in Section 5,
perform them. actual jump. “Tandem Method”)
(2) The canopy dive flows require c. Make all references to solo- 4. First-jump tandem students should exit
canopy training first so the jumping equipment. with both hands in a “safe position”
student can understand what 3. For a tandem jump, the USPA (both hands on the harness main lift
to practice. Instructor is primarily responsible for— web or across the chest) and be told to

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Tandem Instructor Rating Course | 113
generally no closer than 12 inches b. S-turns should be avoided, except

T-2 THE INTEGRATED from the student’s face and held when clear of all traffic, but may
for a minimum of three seconds. be valuable in an off-field landing.
STUDENT PROGRAM
b. The instructor may need to get 7. Discussion
the attention of the student first.
F. LANDINGS
keep them there at all times unless c. Tandem instructors need to take
precautions to prevent a student 1. This section is best taught using a
instructed otherwise during the jump practical landing trainer, where the
by the tandem instructor. from grabbing their arm when
presenting hand signals. student simulates parachute landings.
a. on the harness away from any 2. Teach the student a prepare-to-land
operation handles 2. Suggested signals are shown in the
Skydiver’s Information Manual, position that will enable an easy
b. in a position that promotes a good Appendix A. transition into a proper PLF.
upper-body arch 3. Tandem students using special tandem
3. Limit hand signals to those six or
5. On the tandem instructor’s cue (e.g., seven that may be required based on landing techniques need to know that
two taps on both shoulders), the observation during the student’s they are not the correct techniques for
student may assume a normal solo training. a hard landing when jumping solo.
freefall position. 4. Discussion
a. For example, perfecting a student’s
6. The student should exhibit at least arm position may be of low relative G. EMERGENCIES
reasonable control during climb-out importance during the first jump
and exit before advancing. compared to a poor arch or a 1. Before boarding the aircraft, prepare
tendency toward an incorrect leg the student for any action required in
C. FREEFALL FLOW OF THE DIVE position observed in training. the event of an aircraft, freefall,
1. First-jump students should expect a equipment, or landing emergency
b. Additional hand signals can be (FAR 105.45(2)).
momentary period of sensory overload,
introduced during subsequent
after which they can begin the freefall 2. Students should be told that the
training.
dive plan. instructor may ask them to return their
4. Verbal instructions hands to a “safe position” at any time.
2. Circle of awareness (CoA) for tandem
students a. Tandem students can often hear the 3. The student should always take
instructor in freefall and droguefall. directions from the instructor.
a. The student selects a prominent
heading reference towards the b. Speak loudly and clearly into the 4. If a significant hazard exists in the
horizon. student’s ear; preferably have the airport area (large body of water, forest,
student turn his or her head to get etc.), the instructor should prepare each
b. The student focuses on the
one ear out of the wind and speak tandem student for that possibility.
altimeter and it reads it out loud.
into that ear.
c. The student reports the altitude to 5. Any other special consideration or
c. Use cue words the student will procedure should be trained in
the instructor verbally, who
recognize from ground training. advance of the jump.
responds verbally or with a
vigorous “thumbs up” signal. E. CANOPY H. ADDITIONAL STUDY
d. Tandem instructors must take care 1. Introduce the student to the canopy in 1. Category A tandem students should
not to place their hands within terms that will be used throughout the possess equivalent skills and knowledge
reach of a student. course and during radio instruction. to a student in the solo disciplines,
3. Three practice deployments: The 2. Canopy training should be based on except for those aspects to be covered
instructor may need to guide the flying a specific, pre-planned pattern in the solo-jump transition course
student’s right hand to the deployment into a clear landing area. (aircraft emergencies, malfunctions,
handle and the student’s left hand to obstacle landings, solo-method climb-
the overhead position. a. In tandem, this portion of the out and exit, etc.). 
training is best demonstrated and
4. Second circle of awareness: The explained while under canopy. 2. First-jump students who wish to return
instructor may need to coach the should be introduced to the SIM and
student for body position verbally or b. Refer to the canopy training outline encouraged to study all aspects of the
via hand signals. and illustrations in Category A of the sport that will eventually fall under
ISP syllabus for further explanation their responsibility.
5. The student continues to monitor of this portion of the lesson.
altitude until the wave-off at 6,000 3. The “Book Stuff” recommended
feet, followed by drogue release. 3. Students should be taught to look for reading in ISP Category A introduces
traffic before turning. the students to the FARs and other
a. The instructor should watch for
signs of distraction, especially 4. If unable to make the planned landing recommendations in preparation for
with a video camera flyer present. area, decide on a clear alternate the oral quiz.
landing area by 2,000 feet and apply a. Instructors can inform students of
b. The instructor ensures drogue the planned pattern to the new area.
release by 4,500 feet, minimum, the seat belt requirements while
5,500 feet recommended. 5. The student should remain upwind in a boarding, and the student can
pre-planned holding area until ready to study the rule from the SIM.
D. HAND SIGNALS enter the landing pattern at 1,000 feet. b. Jumpers who make a solo canopy
1. Presenting hand signals 6. Final approach descent assume the responsibility
to land in an open area clear of
a. All hand signals are performed a. The student should fly a straight
persons and property on the
with one hand and must be placed final approach to avoid collisions.
ground even on the first jump.
in plain view of the student,

114 | Tandem Instructor Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
4. Introduction of the oral quiz (which can E. UNDERSTANDING OF CANOPY

T-2
also serve as a review prior to the next DESCENT THE INTEGRATED
jump)— STUDENT PROGRAM
1. Canopy instruction for tandem
a. establishes the student’s students is most effectively taught
responsibility to acquire the under canopy and during the debrief
supporting knowledge of the sport of a well-conducted in-air lesson. a. For students who can’t perform the
b. helps generate discussion about 2. Each USPA Tandem Instructor should pre-jump training tasks without
aspects of skydiving that the develop and practice an interactive assistance (hands in a safe position,
student will need to understand as in-air lesson plan to help the student arch and foot and leg position for
an A-license holder understand canopy flight at the landing), special training or
Category A and B levels. equipment may be required.
I. REVIEW CATEGORY A QUIZ 3. The following standards should be b. Students who can’t participate in
applied to each tandem student prior skydiving safely should be
2-3: FJC TRAINING to making a solo jump: encouraged to try other, less
PERFORMANCE STANDARDS a. Understands canopy descent demanding activities.
FOR TANDEM STUDENTS strategies well enough to solve
2-4: TRANSITION TO SOLO
contrived descent problems from
A. ASSESSING BY SPECIFIC opening to 1,000 feet: JUMPING
OBJECTIVES (1) too close to the planned
pattern entry point at too high A. GENERAL
1. All first-jump ground training should an altitude—face upwind 1. Students may transition from tandem
be specific and oriented to measurable jumping to solo jumping at any time
goals. (2) more than halfway down, but
not yet halfway back—plan an a. following the BSRs
2. Students should be correct and alternate landing area
consistent in demonstrating their b. following the recommendations of
b. Can solve contrived landing the ISP
ability to perform the tasks of the approach problems (e.g., ISP model):
ground training in preparation for 2. Transition reminders appear at the end
their parachute jump. (1) arriving at the pattern entry of the introduction to each category in
point too high or too low the ISP.
3. This section provides sample
(2) arriving too high or too low at
performance criteria for use in the B. EQUIPMENT EMERGENCIES
other pre-planned pattern points
tandem first-jump course to help (avoid S-turns on final approach) (USPA COACH)
determine a tandem student’s
1. A USPA Coach or higher rating holder
aptitude for meeting the Category A F. LANDING AND LANDING
should assist and critique the jumper
advancement criteria. EMERGENCY DRILLS throughout all general ground training.
B. EQUIPMENT KNOWLEDGE FOR Each tandem student should be capable of 2. Equipment emergency procedures
TANDEM STUDENTS attaining the necessary leg position to and review
prepare for landing using a harness or other
1. Knows to verify harness attachment a. A watch may be used during
suitable landing simulator prior to jumping.
prior to exit parachute emergency drills to help
G. EQUIPMENT PROBLEMS AND the student develop time awareness.
2. If training for Category A objectives—
EMERGENCY DRILLS b. The harness trainer should be
a. can find and operate the main 1. Equipment problems and emergency equipped with a main deployment
deployment handle procedures can be discussed effectively handle, a cutaway handle, and a
while under canopy, especially when a reserve ripcord handle or a single
b. understands the use of the altimeter
routine canopy problem (line twist, operating system (SOS) handle, all
in freefall and under canopy
slider up, closed end cells) presents itself. of which can actually be pulled.
C. CLIMB-OUT AND EXIT (AT THE 2. Tandem students can also practice c. Prior to making any jump in Category
MOCK-UP) cutaway procedures while under C (or solo jumps in any prior
canopy using practice handles attached category), former tandem students
1. Understands and can perform the
to the student’s tandem harness. should review all emergency
climb-out, set-up, count, and launch procedures on that day (includes
following the instructor’s commands H. REMEDIES open parachute in the aircraft).
2. Demonstrates sufficient strength, 1. Category A tandem students who do d. A second complete emergency
agility, and mental faculties during not meet these standards may— procedure review performed on
practice to perform the tasks a. make an orientation tandem jump another day subsequent can count
without engaging in Category A towards one of the two complete
D. APTITUDE FOR FREEFALL emergency reviews required for
activities
1. Able to arch sufficiently to lift both the USPA A license.
b. review the deficient sections of
shoulders and knees off a flat surface the first-jump course until 3. The following standards should be
and hold for ten-second intervals demonstrating a satisfactory applied to students prior to making a
without straining performance or return for solo jump.
2. During arch practice, controls both retraining another day a. Responds correctly to questions
legs and arms with symmetry and 2. Tandem orientation students (no about how to handle an open
extends both legs slightly Category A objectives) parachute in the aircraft

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Tandem Instructor Rating Course | 115
3. freefall emergencies according to the C. EMERGENCY PROCEDURE

T-2 THE INTEGRATED method-specific discipline REVIEW


STUDENT PROGRAM 4. Pull priorities 1. Tandem students should complete
a. Pull. the emergency procedures section of
the first-jump course prior to being
b. Pull at the correct altitude.
cleared to solo freefall in Category C.
b. Demonstrates in the training
c. Pull while stable.
harness— 2. Because so much information is
2-5: CATEGORIES B-E, BASIC presented during the solo first-jump
(1) response to lost deployment
course, many students soon forget a
handle, hard extraction SKYDIVING SKILLS great deal of their emergency
(2) how to clear a pilot chute procedure training.
hesitation (main or reserve) The course staff and candidates discuss
the Category B-E outline in the ISP. 3. The emergency procedure section of
(3) within five seconds, the correct Category B serves several functions.
response to contrived partial
a. review of first-jump-course
and total malfunction situations, CATEGORY B
emergency procedures
including looking at the
emergency handle(s) A. EXIT AND FREEFALL b. review for all returning first-jump
1. Category B serves primarily a confidence solo students who did not get to
(4) correct response to line twists,
builder for the returning student. jump on the day of their course
slider up, and end-cell closures
(log as the first or Category B
and addresses them in that 2. The student should demonstrate
emergency procedure review on
order (in case they are increasing comfort with the climb-
the USPA A license application)
experienced simultaneously) out, set-up, and exit.
c. review for students and
(5) the correct response to all three 3. Relaxed freefall position (“altitude,
experienced jumpers making
two-canopy-out scenarios arch, legs, relax”).
recurrency skydives (adjust the
discussed in Category A
a. “Altitude” means the student must cutaway decide-and-act altitude
(6) special method-specific read the altimeter and understand according to that jumper’s license
emergencies, e.g., static-line the altitude. level)
student in tow, loss of instructor
b. “Arch” means to push the hips 4. Tandem students already trained in
in freefall (the five-second rule),
forward slightly and smoothly and emergency procedures on another day
loss of altitude awareness, pilot
to keep them there. should review them on the same day
chute in tow problems, etc.)
c. “Legs” means to pay attention to the prior to making any jump in Category C.
C. AIRCRAFT EMERGENCIES (USPA leg position and place both legs in D. EQUIPMENT
METHOD-SPECIFIC INSTRUCTOR) the correct position, probably
extending them slightly. 1. How a parachute opens
The appropriately rated USPA Instructor
must train first-jump or crossover students d. “Relax” means to take a breath and a. to differentiate between
for aircraft emergency procedures specific relax the muscles that aren’t needed malfunctions requiring only a
for the correct body position. reserve deployment and those
to that method.
requiring a cutaway and reserve
1. Loading, seat belt use with the solo 4. Leg extensions and turns help the deployment, as appropriate to
harness, helmet, static line or IAD student to understand freefall control school policies
pilot chute procedures (if applicable) and gain overall body awareness.
b. easily taught while packing or
2. Climb to altitude 5. Reinforce the importance of an altitude unpacking a parachute
check between each maneuver, when
3. Climb out and exit having difficulty with a maneuver, or 2. Reviewing equipment retrieval at this
4. All aircraft emergencies every five seconds, whichever comes point facilitates packing operations
first. later for the staff.
D. LANDING AND LANDING
6. Two Category B jumps minimum are E. RULES AND
EMERGENCIES (USPA COACH) recommended for tandem students. RECOMMENDATIONS
1. Transition from a tandem landing to a
7. With the IE, candidates review the 1. To make informed decisions about
proper PLF
Category B advancement criteria and the safety of his or her own jumps,
2. Correct procedure for each landing the freefall dive flow from the ISP. each student should be made aware
hazard at or near the planned drop zone of the pertinent BSRs.
B. CANOPY
a. power lines 2. Knowing the rules helps the student
1. With the IE, candidates review the understand why the DZ won’t allow
b. water Category B advancement criteria and jumps when conditions exceed the
c. trees canopy dive flow from the ISP. BSR limits for student operations.
d. buildings 2. AFF, IAD, or static-line students deficient
in canopy skills may benefit from F. SPOTTING AND AIRCRAFT
e. other hazards specific to the drop tandem training, which places fewer 1. Review handle protection as a
zone demands on the student during each responsibility of the student.
E. EXIT AND FREEFALL (USPA jump and provides an in-air instructor.
2. Familiarize the student with the
METHOD-SPECIFIC INSTRUCTOR) 3. Those students should remain in the compass orientation and length of the
tandem program until meeting these runway in preparation for upcoming
1. routine procedures
simple objectives. training in spotting.
2. AFF students: hand signals

116 | Tandem Instructor Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
3. Teaching aircraft traffic patterns early legs in the correct position,

T-2
will help prevent student-aircraft probably extending them slightly. THE INTEGRATED
conflicts on final approach and on the d. “Relax” means to take a breath and STUDENT PROGRAM
runway. relax the muscles that aren’t needed
G. METHOD TRANSITION for the correct body position.
STUDENTS (TO TANDEM) 3. Heading control b. The discussion continues with the
1. Review “Transitions” in the a. Heading control may be passive concept of the jumper swinging
introduction to Category B. (“altitude, arch, legs, relax”). forward and momentarily increasing
2. A USPA Tandem Instructor may teach b. The instructor should introduce the canopy’s angle of attack.
the aircraft procedures, climb-out, exit, active heading control (turn method), c. The student should understand
equipment and aircraft emergencies, but the student must understand that that flaring the canopy produces
and landings. a correct body position is necessary
three results.
for effective active heading control.
3. A USPA Coach or a USPA Instructor (1) Pulling on the tail increases the
rated in another discipline may teach c. The student’s objectives are hover
control using a coordinated and amount of air the tail deflects
the remaining, general portions of the
transition course. trimmed body position to maintain to produce additional lift.
balance in freefall. (2) The additional drag abruptly
H. REVIEW CATEGORY B QUIZ
4. Introduction to wave-off (10-second slows the forward speed.
freefalls)
CATEGORY C (3) As the jumper swings forward, the
a. teaches the student the wave-off nose raises and the momentary
A. GENERAL signal early increased angle of attack causes
1. USPA Tandem Instructors are not b. helps protect instructors who may the canopy to attempt to climb.
authorized to make harness-hold jumps follow the student on future jumps d. A canopy enters a dynamic stall
or conduct IAD or static-line jumps c. trains for safety on future group when the jumper swings back under
(unless they are otherwise rated to do freefall jumps the canopy, the nose lowers, and
so), but they may train and supervise
the canopy begins a slight dive.
students making solo freefalls once the 5. For IAD and static-line students,
student is cleared for freefall. introduce the altimeter as a back-up to e. The canopy enters a full stall when
counting and looking at the ground. the tail is held below the nose and
2. With the IE, review and discuss the
BSR advancement criteria for harness 6. At least two successful ten-second the canopy begins to fly backwards.
hold, IAD, and static-line students. freefalls are recommended before
advancing. f. Review of early flare and stall
3. Follow the USPA IAD and Static-Line recovery actions are critical canopy
Instructor Rating Course outline for a. control within five seconds of exit survival skills and must not be
the ISP progression in Category C-F. b. reasonable heading control overlooked.
4. The Tandem Instructor Rating Course 7. Recommended minimum deployment 3. Effects of higher winds
outline for Categories C-F is identical is 4,000 feet, particularly for students
to the one for IAD and Static-Line making ten-second freefalls and a. Students who have exhibited good
Instructor candidates. reaching deployment altitude at near- pattern flying skills in Categories A
terminal velocity. and B are introduced to—
B. EXIT AND FREEFALL
8. Pull priorities (introduction for IAD (1) turbulence
1. Three jumps minimum are recommended, and static-line students)
including a qualifying IAD or static- (2) off-field landings
line jump the same day prior to the a. Pull.
(3) collapsing the canopy in winds
first freefall. b. Pull at the correct altitude. (introduction for most
a. stable clear and pull not to exceed c. Pull while stable. students)
five seconds
9. Review the Category C advancement b. The effects of a downwind landing
b. two ten-second freefalls criteria and the freefall dive flow are potentially greater, so downwind
2. Relaxed freefall position (“altitude, recommendations from the ISP. landing technique is discussed.
arch, legs, relax”); introduction for C. CANOPY (1) Flare according to height, not
IAD and static-line students. ground speed.
1. Introduction to wing loading (ISP
a. “Altitude” means the student must syllabus) (2) Flare normally to maximize lift
read the altimeter and understand
a. The wing-loading exercise is and minimize final ground speed.
the altitude; or students on freefall
in the IAD or static-line progression especially important for drop (3) PLF
performing short delays need to zones with higher performance
student canopies. 4. The student should by this time be
know their altitude by the count in
seconds from exiting the aircraft or able to fly a proper landing pattern
b. Each student should be referred to
read the altimeter. the canopy manufacturers’ websites with minimal assistance.

b. “Arch” means to push the hips to study recommended loading. 5. Landings: Students should
forward slightly and smoothly and 2. Flaring understand when it is safe and unsafe
to keep them there. to attempt a stand-up landing.
a. Review of the concept that flaring
c. “Legs” means to pay attention to momentarily converts forward 6. Candidates review Category C the
the leg position and place both speed to lift (from Category A). canopy dive flow with the IE.

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Tandem Instructor Rating Course | 117
F. RULES AND a. A USPA IAD, Static-Line or Tandem

T-2 THE INTEGRATED RECOMMENDATIONS instructor seeing a student in danger


of a low pull should immediately get
STUDENT PROGRAM 1. BSRs for student equipment clear and deploy his or her own
2. FARs for parachute packing (FAR 105.43) parachute by 3,500 feet.
3. state and local regulations b. Any student who is being
D. EMERGENCY PROCEDURE accompanied by a USPA IAD, Static-
4. drop zone neighbor relations (with Line, or Tandem Instructor should
REVIEW DZ manager) be told to deploy immediately upon
1. Remind the student that he or she seeing the instructor’s parachute
must deploy at the correct altitude, G. SPOTTING AND AIRCRAFT
begin to open.
regardless of stability. Planning a landing pattern for a day with
c. A USPA IAD, Static-Line, or Tandem
2. Review in detail all aspects of preventing moderate winds Instructor may not assist with the
an open container in the aircraft and deployment of a student in freefall.
the associated emergency procedures.
H. METHOD TRANSITION
STUDENTS 5. Review the importance of deployment
3. Stability recovery (planned ten second at the correct altitude, regardless of
freefall or longer) Review “Transitions” in the Introduction
stability.
to Category C.
a. altitude, arch, legs, relax 6. Introduce alternate altitude references,
b. if caught on back, roll-out-of-bed I. REVIEW CATEGORY C QUIZ e.g., looking at the ground, cloud bases,
technique mountain tops, etc.
c. if still out of control, think “AIR: CATEGORY D 7. Increase exit altitude gradually as the
Altitude aware, In control, and A. EXIT AND FREEFALL jumper exhibits comfort with longer
Relaxed.” freefalls.
1. The lesson on turning should
(1) The student must know the emphasize the importance of a neutral 8. The student should begin this
altitude at all times. body position prior to initiating a turn. category with a 15-second freefall.
(2) The student can use up to five 2. A simple technique for changing 9. The student learns to use the altimeter
seconds to regain control if heading, such as upper body turns only, as a primary altitude reference on
altitude permits. will increase confidence and improve longer freefalls.
(3) The student should be relaxed to chances for success; after the student 10. Three jumps are recommended.
help ensure a smooth freefall. has completed the A license program,
11. Recommended minimum deployment
techniques for center-point turns can
(4) If still not in control, the student altitude is 4,000 feet.
be easily added.
should deploy the main canopy. 12. The candidates review the Category
a. multiple 90-degree turns only on
4. Discuss in detail all aspects of landing D freefall dive flows with the IE.
the first jump where turns are
off the intended DZ. attempted B. CANOPY
a. selecting a suitable landing area (1) reduces student stress and 1. Introduction of rear-riser steering
b. anticipating and avoiding workload and flaring
turbulence in the area (2) increases confidence in heading a. rear-riser steering with brakes on
c. other jumpers in the pattern control prior to initiating bigger for evasive maneuvers immediately
turns, leading to greater success after opening
d. procedures for returning without
damaging property and equipment (3) reduces the likelihood of b. steering with brakes off to evaluate
uncontrolled spins controllability with a disabled toggle
5. Review landing priorities.
b. 180- and 360-degree turns, once c. flaring to be able to decide whether
E. EQUIPMENT 90-degree turns have been mastered a canopy can be landed safely with
1. The instructor introduces the student c. In the event of lost heading control disabled controls
to equipment in more detail, including (spin), the student should recover 2. It is not recommended that a student
the AAD, RSL, and the strategy for the lost control with “altitude, arch, legs, practice an actual landing using rear
equipment check before rigging up. relax,” before initiating opposite turn risers to flare.
a. The introduction can be performed input.
3. Students should practice all maneuvers
as the student is preparing to gear d. If the turn is sluggish or seems to above 2,000 feet with frequent traffic
up for the jump. go opposite the direction intended, and position checks.
b. The student will check his or her the student should, provided
altitude allows— 4. Landing within 50 meters with minimal
equipment, supervised by a USPA assistance is recommended before
Instructor. (1) return to neutral arch advancing.
2. Details about the three-ring system, (2) relax 5. The candidates review the Category
AAD, and RSL are included in future D canopy dive flow with the IE.
categories; this is merely an introduction. (3) extend legs
3. Because of the introduction to the AAD (4) attempt the turn again C. EMERGENCY PROCEDURE
and RSL in Category C, discussions on 3. Maneuvers should be finished by REVIEW
them can be postponed from the first- 5,000 feet. 1. Because of the lower planned
jump course. deployment altitude, students should
4. The instructor may accompany the
student to observe heading control by now demonstrate the ability to
whenever practical.

118 | Tandem Instructor Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
rapidly recognize and respond to a. In most aircraft, it is easy for the

T-2
equipment malfunctions. student to spot from the door and THE INTEGRATED
a. Category D includes the last formal then move into position for a later STUDENT PROGRAM
training harness review of parachute exit.
malfunctions with a USPA Coach or b. Experienced jumpers may need
higher rating holder as required for encouragement when introducing
the A license, although the student the modified pre-exit procedures. 7. Three jumps are recommended in
should continue to self-review each Category E for all students.
new day of jumping (at least every 30 c. Coordinate and practice the
procedures prior to takeoff. 8. Hazards of aerobatics
days).
G. METHOD TRANSITION a. erratic fall rate and altimeter
b. Review the cutaway decide-and-
act altitude (2,500 feet). readings (chest mount, etc.)
STUDENTS
2. Various categories of the ISP provide b. disorientation (altitude, arch, legs,
Review “Transitions” in the introduction relax)
the instructor the opportunity to to Category D.
review emergency procedures taught c. equipment considerations
in the first-jump course and discuss H. REVIEW CATEGORY D QUIZ
them in greater detail. 9. The candidates review the Category E
freefall dive flow with the IE.
3. Whenever possible, emergency CATEGORY E
procedure review topics coincide B. CANOPY
with other related concepts from that A. EXIT AND FREEFALL
category. 1. Instructor’s level of understanding
1. The student should attempt a stable
4. Conduct a detailed building or unpoised exit. a. Candidates for the USPA Instructor
structure landing review, including rating should have a working
2. Students begin this category directly
disconnecting the RSL. knowledge of the aerodynamic
supervised by a USPA Instructor until
principles of a ram-air canopy.
D. EQUIPMENT they can demonstrate reliable recovery
from instability. b. During the course, discussion on
1. The student should be calculating these topics led by knowledgeable
wing loading on both canopies (USPA a. Each student shows the ability
twice to recover stability and individuals is encouraged.
Flight Planner) prior to each jump.
altitude awareness within five 2. By Category E, the student should now
2. Introduce the AAD in detail.
seconds following an intentional have sufficient canopy experience to
a. The student should operate the AAD. disorienting maneuver. recognize the results of different flare
b. Ask the student to study the AAD b. The first maneuver attempted entries (review the “nine flares”
owner’s manual. should be a barrel roll, which has a discussion in the Canopy outline in
c. Explain three-ring assembly and natural recovery mode from back- Category E).
operation in detail. to-earth fall. 3. The goal is for the student to learn
d. The student will disconnect and c. Recovery within five seconds (twice) how to assess the flare on any new or
service the three-ring assembly in is required to clear the student to unfamiliar canopy before landing.
Category H. freefall self-supervision. 4. The student learns to evaluate the result
3. Demonstrate a jumper equipment self- 3. Once any student has demonstrated of the flare by recognizing a dynamic
check and ask the student to perform it stability recovery, he or she may self- stall following a flare on landing and to
in the aircraft, followed by a check of supervise in freefall (requires the sign- adjust flare height, flare rate, and flare
the back of the rig by the instructor. off of a USPA Instructor). depth for the next landing.
4. Discuss outerwear. 4. Once signed off, the student should be 5. The candidates review the Category E
supervised by a USPA instructional canopy dive flow with the IE.
E. RULES AND
rating holder aboard the aircraft, who—
RECOMMENDATIONS C. EMERGENCY PROCEDURE
a. is responsible and available for all
The student should memorize the cloud training, spotting supervision, REVIEW
clearance requirements from FAR 105.17 equipment choice, exit order, Two canopies out: Review the “Two
sufficiently to pass the Category D quiz group separation on exit, and pre- Canopies Out” discussion in SIM Section
and, later, the oral quiz as part of the USPA jump equipment checks 5-1.
A-license check dive.
b. is encouraged to jump with and
F. SPOTTING AND AIRCRAFT observe the student D. EQUIPMENT
1. The student should lead the pattern c. may make gripped exits 1. The student should be performing a
planning. pre-flight inspection on the equipment
5. Once a student has qualified for freefall (USPA Flight Planner checklist) prior to
2. Introduction to spotting self-supervision, that student’s previous each jump.
a. basic procedure overview training discipline is recognized only
for the purpose of recurrency training 2. Characteristics of different canopy
b. looking straight down is the proper (see SIM Section 5 on recurrency designs (overview)
technique for observing the ground training).
track of the aircraft 3. A person with appropriate knowledge
6. Students may self-assess for the should introduce the student to the
3. Technique for determining straight down heading control required for the A open parachute canopy, identifying
4. Coordinating spotting training with license check dive (back loop within and naming all the significant parts in
other jumpers. 60 degrees of the initial heading). preparation for packing.

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Tandem Instructor Rating Course | 119
CATEGORY F 2. Equipment check on another jumper

T-2 THE INTEGRATED (with that jumper’s permission)


A. EXIT AND FREEFALL
STUDENT PROGRAM E. RULES AND RECOMMENDATIONS
1. Tracking
The USPA Instructor needs to familiarize
a. Emphasize legs fully extended as
the primary means of movement. students with the existence of USPA
E. RULES AND RECOMMENDATIONS recurrency recommendations in SIM
b. Demonstrate shoulder steering using Section 5-2.
1. Detailed discussion on winds a creeper or similar training aid.
pertinent to the student’s increased F. SPOTTING AND AIRCRAFT
level of experience and to prepare the c. Make heading control the primary
student to make informed decisions objective (over speed). 1. The student should be calculating the
as a USPA A license holder opening point on each jump (USPA
d. This training will lead toward
Flight Planner).
2. Discussion with pilot on portions of developing a better flat track
FAR 91 applicable to jump operations during Categories G and H. 2. Averaging the winds aloft to determine
(Section 9 of the SIM) the jump run and exit point (effective
2. Two tracking dives minimum are
only in routine conditions)
recommended in Category F.
F. SPOTTING AND AIRCRAFT 3. Separating groups according to
3. Clear and pull: Students trained in the distance across the ground
1. Category E aircraft briefing
AFF method should gain confidence
a. interaction between jumpers and with a stable exit and pull at a higher 4. A dedicated spotting training and
aircraft control altitude (5,500 feet) before attempting practice flight has shown to be an
the actual clear and pull at 3,500 feet. effective method of familiarizing
b. reading a winds-aloft report students with spotting.
c. spotting procedures 4. The candidates review the Category F
freefall dive flow with the IE.
2. The USPA Instructor should be sure CATEGORIES G AND H
the student has been trained for B. CANOPY
The course staff and candidates discuss
independent action in all aircraft 1. Encourage students to become familiar the Category G and H outline in the ISP.
emergency procedures (Category E with braked flight and braked landings
aircraft briefing) before clearing the to prevent the mistake of making a low A. CANOPY
student to freefall self-supervision. single-toggle turn when presented with 1. Category G
3. Technique for determining opening the need for a low heading change.
a. Performance turns teach the
point by averaging the speed and a. sudden recognition of an obstacle student necessary information
direction of winds forecast at opening
b. returning from a long spot and about his or her canopy.
altitude and read at the surface on
the drop zone misjudging the final turn (1) how to keep the center of lift
(frequently committed error) and pressure in the center of
G. REVIEW CATEGORY E QUIZ c. being cut off by another jumper in the canopy during turn entry
the landing area and exit and avoid a collapse or
2-6: GROUP SKYDIVING line twist
SKILLS 2. Use of brakes or rear risers to
increase glide (2) the limits of control on that
canopy with that student’s
1. The last three categories of the a. Anticipate loss of the tailwind nearer weight before it develops line
Integrated Student Program prepare the ground and keep an alternate twists or collapses from over
the student to jump safely and landing area in mind between the control
effectively in groups: jumper’s position and the target.
(3) how to test the limits of any
a. tracking b. Different canopies exhibit new or unfamiliar canopy
b. group exits different flight characteristics
with brake or rear riser input. (4) potential consequences of
c. group flying skills high-performance maneuvers
3. Anticipate a much broader landing near the ground
d. breakoff procedures pattern and longer final approach when
e. flying the canopy in groups flying in brakes with some canopies. b. Review collision avoidance,
focusing on the group skydiving
2. Students who complete Category H 4. It is important for the USPA Instructor environment, including rights of
should be ready for to understand and experience these way and the importance of
aspects of canopy flight, particularly avoiding a collision, regardless of
a. the USPA A License checkout with how they apply to the canopy the
an appropriately rated USPA the rules and courtesies.
student is jumping.
Instructor 2. Category H
5. The candidates review the Category F
b. independent skydiving at most canopy dive flow with the IE. a. Front risers provide a potential
skydiving centers third set of controls.
c. jumping at off-site DZs that meet C. EMERGENCY PROCEDURE b. Some jumpers will not be able to
the A-license landing area criteria REVIEW take advantage of front riser
(non-demos) Detailed power-line avoidance and control, but should realize their
3. The exit and freefall sections of landing review limits compared to other jumpers.
Categories F through H are included c. Emphasize front riser safety: The
in the USPA Coach Rating Course D. EQUIPMENT canopy must be returned to straight
syllabus. 1. Focus on packing and level flight in time for landing.

120 | Tandem Instructor Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
B. EMERGENCY PROCEDURE (1) where to find the information

T-2
REVIEW for notifying ATC of the jump. THE INTEGRATED
1. Category G (2) equipment and approval STUDENT PROGRAM
requirements for jump aircraft
a. A USPA Instructor reviews in
detail the procedures for c. In general, USPA A license holders
responding to an imminent canopy should know what to expect of the
collision and what to do in the aircraft operator at the drop zone
event of an entanglement. in terms of paperwork for
modifications and maintenance.
b. A canopy formation specialist makes
a good resource for teaching this 2-7: VERIFYING USPA
topic.
LICENSES
2. Category H (USPA Instructor or IE)
1. A license
a. training for an unintentional water
landing a. Review SIM Section 3-2 for
conducting the USPA A-license
b. training for an unplanned low turn
check dive and completing the
under canopy
USPA A license application.
C. EQUIPMENT b. Compare and contrast the two A
1. Category G license applications.
a. The student continues to focus on (1) four-page A License
packing and should pack one Progression Card, designed for
parachute without assistance prior use with the ISP
to advancing to Category H. (2) two-page A License Proficiency
b. An FAA rigger or an instructor Card for use with equivalent
should conduct the wear and programs.
maintenance seminar outlined in 2. B and C license
this Section of the ISP syllabus,
including a review of the FARs a. Review SIM Section 3-2 for
concerning maintenance personnel. instructions and procedures
regarding the USPA B and C license,
2. Category H with particular attention to the
a. three ring disassembly, license application checklist.
maintenance, and reassembly (1) exam administration
b. discussion of stow band choice (2) verification of qualifications
(review)
b. Review the USPA B-D License
c. replacement and adjustment of a Application, available online at
main closing loop uspa.org/downloads.
D. RULES AND RECOMMENDATIONS c. Only a USPA S&TA, IE or member of
1. Category G: repack cycle (review) and the USPA Board of Directors may
rigger maintenance approve D license applications.

2. Category H: general review of the oral


quizzes for the A license check dive
E. SPOTTING AND AIRCRAFT
1. Category G
a. The student should be calculating
the spot, including the exit point,
for each jump in routine winds
(USPA Flight Planner).
b. Jumpers need to be responsible
for knowing the kinds of weather
that can get them into trouble.
c. The instructor or pilot should
review the various means of
finding weather forecasts.
2. Category H
a. This section is best taught by a
jump pilot or instructor.
b. A license holders are qualified to
jump at locations other than a
regular drop zone and should
know—

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Tandem Instructor Rating Course | 121
T-3 TANDEM METHOD
3. Tandem Method
packing is a rigger or under a b. If possible, place your own body
INTRODUCTION rigger’s direct supervision). between your student and the
propeller as an additional barrier
1. The tandem method requires special b. A tandem instructor is not
to prevent the student from
knowledge both for preparation and approved to supervise anyone to
walking into the propeller.
use of the equipment. pack a tandem parachute, unless
at least one of them is a rigger. c. Maintain this same practice
2. The configuration of two jumpers regardless of whether the aircraft
harnessed together, one being new to C. HANDLING AND USE OF THE is running or sitting with the
skydiving, presents special challenges TANDEM PARACHUTE engine turned off.
for the instructor.
1. Refer to the manufacturer’s tandem d. Assist the student as necessary with
3. Special FAA rules apply to the use of equipment manual for complete the seating position in the airplane.
tandem equipment. instructions on use of the tandem
2. Ensure the student is restrained either
parachute.
3-1: EQUIPMENT by seatbelt (for take-off or landing) or
2. Tandem parachutes are very heavy physically attached to the instructors
A. TANDEM EQUIPMENT and should be handled with care. harness during the climb to altitude.
FAMILIARIZATION a. Avoid muscle strains. 3. The student should spend the
Review with the Tandem IE the b. Reduce fatigue, which is a challenge remainder of the flight mentally
manufacturer’s tandem equipment manual of making multiple tandem jumps in rehearsing and self-calming.
or video presentation and the actual one day. 4. Review the deployment altitude with
equipment for the following: (1) Put the tandem rig on just the student at that point during ascent.
1. System assembly and configuration before walking to the aircraft. 5. Just prior to jump run, the student and
(2) If a delay occurs, be seated instructor should verbally rehearse the
2. Drogue and drogue release operation
comfortably in a cool area. climb-out, exit, and canopy dive flow.
3. Fitting and adjustment
(3) Find a comfortable position in the 6. Following final rehearsal, the instructor
a. instructor’s harness performs the pre-exit equipment check.
aircraft on the ride to altitude.
b. student’s harness B. EXIT AND CLIMB-OUT
3. Tandem student hook-up procedures
4. Reserve static line PROCEDURES
a. The IE demonstrates the correct
5. Equipment checks hook-up method for the equipment 1. Use a procedure that enables the
a. before putting the equipment on being used in the course. student and tandem instructor to get
into position with minimal effort.
b. student hook-ups and self-checks b. The tandem instructor should
follow the same hook-up 2. Protect all operation handles during
6. Wear and maintenance procedure on each jump. movement of the tandem pair or by
a. inspection procedures and points of others in the aircraft.
c. The student should be trained and
common wear (varies according to made responsible to check that 3. Require the student to maintain both
the type of equipment) the hook-up has been properly hands in a “safe position” throughout
b. manufacturer’s component life or completed. all movement in the aircraft, unless
use limit recommendations specifically told otherwise by the
D. SOLO STUDENT EQUIPMENT tandem instructor.
7. Equipment load limits
1. Review BSRs on student equipment. a. In an aircraft with standing room,
B. TANDEM PARACHUTE PACKING 2. AADs and audible altimeters are the student may—
1. The IE and staff teach the candidates recommended for USPA instructional (1) sit in the harness, giving the
how to pack the tandem equipment rating holders when making training instructor most of his or her
used for the course. jumps with students. weight, and cooperate during
2. Refer to the manufacturer’s tandem movement by keeping both feet
equipment manual for complete
3-2: ROUTINE PROCEDURES ahead of the pair as they
instructions on packing the tandem approach the door
parachute. A. AIRCRAFT BOARDING AND
(2) stand and walk with the
IN-FLIGHT PROCEDURES
3. Only a rigger or the “parachutist in instructor toward the door
command” (FAA term) making the next 1. While approaching the aircraft for (works better when the student
jump on the tandem parachute or a boarding, maintain a grip on the is smaller than the instructor)
person under the direct supervision of student as you approach the plane.
b. In a smaller aircraft, the tandem
an FAA rigger may pack the main (FAR a. A light grip on some part of the student can move best by sliding
105.45.b.1). student harness works well to from the seated position in the
a. A tandem instructor is not maintain control of the student in direction of the door as the tandem
approved to pack for another case the student inadvertently instructor either does the same or
tandem instructor (unless the tries to walk in the direction of the moves from a kneeling position
tandem instructor doing the propeller. (caution: this is hard on the knees).

122 | Tandem Instructor Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
c. Tandem instructors should guard 3. The student and instructor should

T-3
against muscle straining and joint exit in an arched position, with the
stress injury while moving about the student’s hands in a safe position. TANDEM METHOD
aircraft with a heavy load attached.
4. Drogue deployment
4. Backing out is not recommended.
a. within ten seconds if the tandem
a. The tandem instructor should never pair is stable a. routine opening problems—line
back out of any aircraft door, except twist, slider, end-cell closure
b. by 8,000 feet (if at tandem terminal
a tailgate.
velocity), regardless of stability b. equipment check
b. Always exit with the student leaving
5. The ability of the instructor to establish (1) canopy, lines, slider, and links
first to minimize exposure of the
stability improves with additional
backpack to the relative wind and (2) risers, canopy release system
airspeed.
prevent premature pack opening.
a. In the meantime while waiting for (3) operation handles in position
5. Aircraft exit by door type (discussion
airspeed to develop, the instructor (4) student’s harness attachments
of techniques)
should coach the student verbally
a. strut (Cessna, Porter) or by physically moving the student c. traffic check
(1) Take extra care to protect all into a better body position. d. spot check and altitude reading
operation handles when passing (1) The tandem instructor should e. brake release and steering check
through any small door, maintain a flying position while (repeat traffic check before each
especially when moving into moving the student into an arch turn)
position on a wheel strut. to shorten the recovery time.
3. Student comfort
(2) Avoid contact between the (2) Keep the student’s hands in a
back of the rig and the door, a. equalize inner-ear pressure
“safe position” while attempting
door frame, and overhead wing, to recover from instability. b. harness
which could cause a premature
b. The additional time also gives the (1) saddle position
container opening.
student time to become oriented (2) chest and belly strap tension
(3) Always perform a handle check and to relax, especially with verbal
just before the exit to ensure the prompting by the instructor. (3) hat and goggles
drogue is in place and to ensure c. queasiness (ask the student)
the tandem pair is free of any 6. Throwing the drogue to gain stability
seat belts. is considered a serious failure of the 4. Canopy descent strategy
tandem instructor.
b. large side door (Caravan, Twin a. Observe the opening point or
Otter) a. to exercise good judgment current position (straight down).
regarding—
c. small side door (King Air) b. Find the landing area.
(1) student size
d. tailgate (Skyvan, CASA) c. Draw a line between the opening
(2) appropriate outerwear for the point and the target and divide it
6. Prepare for launch by pre-arching the student and instructor according to the remaining altitude
student as much as possible in the to develop a flight plan.
door prior to exit. b. to adequately prepare or supervise
the student d. Fly the line, according to the plan.
7. Prepare the student for launch, for
example, “Ready, set, go,” with a rocking c. to adequately control the exit and 5. Landing practice
motion (which also helps the camera freefall
a. student’s leg position
flyer anticipate the launch). 7. The instructor should always keep
both hands out of the student’s grasp. b. flaring
8. Launch in a position that—
8. On every tandem skydive, once the 6. Pre-landing check
a. reduces unwanted momentum (to
prevent tumbling) drogue is deployed and while a. In windy landing conditions and
monitoring the student’s activity, the once a cutaway is no longer a
b. best faces the student into the instructor must touch each tandem consideration, disconnect the RSL.
relative wind system operation handle in the order
it might be used. (This is a USPA BSR b. Once a cutaway is no longer a
C. FREEFALL AND DROGUEFALL consideration, loosen lateral straps.
and a manufacturer requirement.)
CONTROL c. Pick up the flare toggles, if
1. To facilitate control, the tandem D. UNDER CANOPY applicable.
instructor should wear a baggy, high- 1. If circumstances allow, the instructor 7. Explain the canopy pattern points
drag suit, and the student should should involve the student in as much and altitudes.
wear tight-fitting, low-drag clothing. of the canopy flight as possible, but
2. Beginning tandem instructors should consider— E. LANDING
take students similar in size to the a. the actual opening altitude and 1. Prepare the student for landing.
themselves until fully confident of time remaining
a. toggles full up
control in all situations.
b. traffic
b. leg position
a. Larger students can make certain
c. the spot
climb-out exit, freefall, and landing 2. Technique
procedures more challenging. d. the student’s desire to be involved
a. The instructor should practice with
b. Very small students can pose 2. After-opening procedures (good each size and type of tandem
unexpected stability problems. canopy) canopy to discover the best landing

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Tandem Instructor Rating Course | 123
will not collapse and may, in fact, position and be seated in the harness,

T-3
catch a greater amount of wind, feet flat on the floor.
TANDEM METHOD pulling the tandem pair over. 2. If the student grabs the door—
f. If ground assistants are unavailable, a. Return the student’s hands to a
the tandem instructor should land “safe position” with a reminder to
and roll to his or her left side and keep them there.
technique with experienced either pull the steering line in to
jumpers prior to taking students on collapse the main canopy or release it. b. In a Cessna or seated exit from
that canopy. other small-door planes, students
g. It is very difficult to access the often reflexively use their elbows
b. Maintaining maximum lift (prior to cutaway handle when getting
stall or sink) provides a softer to brace themselves in the door.
dragged right-side down in high
landing, even when significant winds. 3. If the student is in a poor body position
forward speed remains. in the door, remind the student to arch
h. Even with ground assistance (canopy with his or her head back.
3. Slide landings are a good option for catchers) it is strongly recommended
both instructors and students, that the tandem pair land and sit 4. If the student assumes a poor body
especially in calm conditions. position on launch, remind the student
down to decrease the possibility of
4. Students should always land with their being pulled off their feet and to arch (shout into the student’s ear).
feet up and ahead in preparation for a dragged by the inflated canopy. C. FREEFALL AND DROGUEFALL
slide landing.
F. SPECIAL NEEDS TANDEMS 1. Instability
5. All turns under canopy should be
smooth and balanced, allowing the 1. Tandem jumps with disabled persons or a. Tumbling: The tandem instructor
tandem pair to remain directly under even the elderly are very stressful to the should attempt to control the
the canopy in a coordinated turn. Tandem Instructor and should only be student for at least ten seconds or
done by very experienced instructors. until 8,000 feet, whichever comes
6. The USPA BSRs prohibit turns under first, before resorting to deploying
canopy greater than 90 degrees below a. The Tandem Instructor should the drogue to gain stability.
500 feet on any tandem skydive. have a minimum of 200 tandem
jumps, 50 tandem jumps within b. Deploying the drogue while
7. The final approach must be flown with the previous six months. unstable may become necessary
the wing level with the flare at the (by 8,000 feet) but is not an
correct altitude to help reduce the b. The Tandem Instructor should acceptable solution to instability.
chances of an injury to the student or receive personal instruction from
instructor. another Tandem Instructor who has c. Side spin
done these types of tandem jumps (1) Refer to the video on side spins
8. PLFs and tandem
or seek the advice of a Tandem IE. available from Strong Enterprises
a. Students should be advised that the for more information on this
tandem landing technique is not the c. The Tandem Instructor should
never let their ego dictate the phenomenon.
best choice for solo jumping.
decision to take a disabled person (2) If spinning drogue-side down
b. Students should be trained for on a tandem jump. and unable to establish stability,
PLFs prior to making solo jumps. deploy the reserve by 8,000 feet.
d. Prior to taking a disabled person on
9. Students who can’t demonstrate the a tandem jump, ensure that person d. Flat spin (freefall)
ability to lift their feet for a slide landing has received advice from a physician.
are at a greater risk for landing injury. (1) Relax and allow time for opposite
e. Wheelchair dependent persons may turn control to overcome the
10. Windy conditions: Trained ground be at higher risk for injury from momentum of the tandem pair in
assistants should stand by for landings in tandem landings and more prone to the spin.
winds strong enough to cause difficulty complications during recovery.
for the tandem pair after landing. (2) Monitor the altitude and deploy
f. United Parachute Technologies has the drogue once regaining control
a. The tandem instructor hands one published a document titled or by 8,000 feet, whichever comes
toggle (or both toggles) to either “Jumping with Wheelchair Dependent first.
or both ground assistants. Persons” which is very informative. 2. The student may move his hands to a
b. If the student is assisting with the flying (open) position prematurely
landing flare, the instructor will G. REVIEW FARS CONCERNING
(before drogue deployment).
need to instruct the student to let TANDEM JUMPING
go of the toggles once the ground a. If stability is compromised, tell the
assistant takes over. 3-3: TANDEM PROBLEM student to return both hands to a
“safe position” (“Safety position!”
c. To collapse the canopy, each ground SOLVING or “Hands In!”).
assistant should run forward and
away to the outside of the tandem A. INTRODUCTION b. If stable, deploy the drogue as
pair—never across the front—with normal.
On any tandem dive, particularly a first
the toggle in hand. 3. Rocking in droguefall
jump, the instructor must choose the best
d. Running across the front of the course of action, based on the student’s a. Check the instructor leg position,
tandem pair with a steering line to performance. arch, and body tension (relax).
collapse the canopy could cause line
burns on the student, instructor, or B. CLIMB-OUT AND EXIT b. Check student’s leg position and
the equipment. coach as necessary.
1. If there is difficulty walking with the
e. If the ground assistant does not student toward the door, have the 4. Droguefall turn
run with the toggles, the canopy student maintain both hands in a safe a. Prevention

124 | Tandem Instructor Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
(1) Before jumping, tighten the b. Once determining the student has

T-3
lateral straps of the student’s become airsick—
harness according to the TANDEM METHOD
(1) Use minimal canopy control.
manufacturer’s instructions to
aid in freefall and droguefall (2) If possible, adjust the student in
control. the harness to improve circulation.
(2) Overtightening the lateral straps (3) If possible, remove the student’s not arm until 3,000 feet; check the
can inhibit the student’s ability hat and goggles (replace the hat owner’s manual.
to arch. prior to landing).
B. PREMATURE CONTAINER
b. Monitor the altitude and prepare c. To prevent future problems, review OPENING
to initiate drogue release higher to the manufacturer’s directions for
allow extra time to deal with the harness adjustment. 1. Premature drogue or reserve
probable line twist. deployment during the exit set-up: Get
3. If the student passes out in the harness the student off the aircraft immediately.
c. Situate the student in the harness or otherwise fails to lift his or her feet
for symmetry (grasp the student by on landing— 2. Premature opening of the main
the hips and move into position). container during climb-out—
a. Rock the student back in the harness
(1) Situate both the student’s legs during the landing flare and position a. If possible, retrieve the bagged main
between the instructor’s. your legs under the student’s legs. and return to the aircraft cabin.
(2) High-drogue attachment (WT b. Execute a slide landing and protect b. If the main is deploying, jump, deploy
and SE): push the student the student, particularly his or her the drogue, and release the drogue.
forward and up to expose the legs, from contact with the ground. 3. Premature container opening in freefall:
instructor’s legs for more control.
c. To prevent future problems, review Deploy the drogue, release the drogue
(3) Low-drogue attachment (UV and the manufacturer’s directions for and prepare for the likely malfunction.
SA): Push the student forward and harness adjustment.
down to expose the instructor’s 4. Premature container opening in
upper body for more control. 3-4: TANDEM EMERGENCIES droguefall: Release the drogue, and
prepare for the likely malfunction.
d. Check the instructor body and leg
position and relax. Also refer to specific tandem C. STUDENT
manufacturer guidelines for this section.
e. Check the student’s body and leg Student grabs the instructor’s hand(s)
position and coach as necessary. A. AIRCRAFT MALFUNCTION
1. One hand: Shout “Let go!” close to the
5. Maintain altitude awareness throughout 1. Tandem parachutes open more slowly student’s ear and attempt to free your
droguefall and deploy the drogue and than personal parachutes, so emergency hand for no more than 10 seconds or
parachute at the correct altitude, aircraft exit altitude plans must be by 8,000 feet (whichever is first), then
regardless of stability or control. raised accordingly. deploy the parachute available to the
D. DEPLOYMENT 2. Engine failure or other controllable other hand.
aircraft malfunction below 1,500 feet 2. Both hands
1. If the student appears distracted AGL: Land with the aircraft.
approaching 6,000 feet, tap the a. Instruct the student to turn his or
student’s altimeter or present the 3. Engine failure or other controllable her head to facilitate hearing.
circle of awareness signal. aircraft malfunction from 1,500 to
4,000 feet AGL— b. Tell the student to let go and return
2. If the student fails to wave off at his or her hands to a safe position.
5,500 feet, carefully grasp student by a. Hook up the student’s harness by
the wrists and initiate the wave-off. at least one shoulder attachment. c. If unsuccessful, extend both hands
forward as far as possible and then
3. If the student fumbles or resists b. Scissors the student with your legs retract them using the shoulder
assistance with the drogue release to secure and maintain the student’s
muscles as aggressively as possible
handle, assist as necessary but deploy lower body tightly to yours.
until at least one hand is free and
the primary or secondary (if available) c. Exit and deploy the reserve. a parachute can be deployed.
drogue release handle by 4,500 feet.
4. Emergency exit under main (above D. DROGUE EMERGENCIES
E. UNDER CANOPY 4,000 feet AGL): Because of the
differences in the drogue collapse 1. Failure to deploy the drogue: Deploy
1. If the student fails to steer—
sequence, procedures for low- the reserve within ten seconds or
a. A tandem instructor should take altitude exits vary among equipment: 8,000 feet, whichever comes first.
students only as large as he or she is
prepared to land without assistance. a. Types UV, US, and SA: Exit, deploy 2. Drogue entangled with the tandem
the drogue, then release the drogue. pair: Attempt to clear twice, then
b. Continue the descent without the deploy the reserve.
student’s assistance. b. Types FO, PR and SE: Remove and
discard the drogue release, exit, 3. Failure of the deployed drogue
2. If the student becomes airsick— and deploy the drogue. (uninflated drogue in tow)
a. communication c. On type PR, deploying the drogue a. Release the drogue (pull both
(1) If a student is unusually quiet, will activate the main parachute release handles, if available).
it may indicate discomfort.  system if the lower attachments b. Attempt to deploy the main
are not hooked up. deployment bag until 3,500 feet;
(2) Continual communication with
the student reduces the chance 5. Some automatic activation devices in look hard over one shoulder to
and severity of nausea. common use for tandem jumping do modify the burble.

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Tandem Instructor Rating Course | 125
E. TANDEM AAD CONSIDERATIONS full development of the reserve

T-3
(very difficult to determine).
TANDEM METHOD Refer to the manufacturer’s instructions
for all tandem AADs and adjust emergency 7. Reserve inflated, main entangled
procedure decision altitudes accordingly. a. Attempt to control the reserve to
the best landing option.
F. OTHER EQUIPMENT
c. By 3,000 feet initiate cutaway and b. Do not attempt cut away the main,
MALFUNCTIONS
deploy the reserve. unless it is obvious that the main
1. In the event of a main canopy is preventing further development
4. Deployed drogue fails to release
malfunction, decide and act by 3,500 or full function of the reserve.
a. Primary drogue release failure: feet to cut away and deploy the reserve.
Activate secondary drogue release. G. HARD LANDINGS
2. Malfunction of the deployed main:
Coach the student into the freefall 1. In the event of a hard, vertical landing,
b. Primary and secondary drogue
position with arms in, cut away and e.g., from a malfunctioned canopy, a
release failure: Two possible
deploy the reserve. PLF for both instructor and student is
solutions should be discussed, probably the best choice, rolling the
with the final decision determined 3. Riser release failure (one or both sides): container toward the ground to protect
by the IE according to the Deploy the reserve by 2,000 feet. the student.
equipment being trained for.
4. Riser failure 2. In such extreme situations, consider
(1) Deploy the reserve (UV, US, SA, a. RSL side: Refer to manufacturer’s large trees and soft fields as viable
WT). instructions regarding the RSL and options.
(2) Cut away and deploy the reserve back-up devices (Collins lanyard 3. Water provides another emergency
(FO, SE, PR). on United Parachute Technologies option, but introduces the possibility
equipment, etc.). of drowning.
5. Uninflated drogue in tow following
drogue release b. Non-RSL side: Cut away and H. WATER LANDINGS
deploy the reserve
a. Be sure both drogue release 1. A water landing during a tandem
handles are extracted. 5. Both canopies deployed: Each situation skydive is potentially a very dangerous
needs to be assessed, and the correct situation for the tandem instructor and
b. Attempt to deploy main bag to response may be different from the tandem student.
3,500 feet; look hard over one following recommendations for a dual
shoulder to modify the burble. deployment. 2. Practicing water landing procedures on
the ground can help ensure correct
c. By 3,000 feet a. Main inflated, reserve deploying actions are taken in the event of an
(1) Deploy the reserve (FO, UV, US, (1) Depending on altitude, attempt actual water landing.
SA, WT). to contain the reserve or allow 3. It is recommended that both the
it to develop. instructor and student wear approved
(2) Cut away and deploy the reserve
(2) If the reserve inflates, assess the flotation gear when the tandem jump
(SE, PR).
result and respond accordingly. is conducted within one mile of an
6. Detached drogue open body of water in which a
b. Reserve inflated, main deploying skydiver could drown.
a. Attempt to deploy main bag to
3,500 feet; look hard over one (1) Cut away the main prior to 4. If a water landing is unavoidable:
shoulder to modify the burble. inflation, if it appears likely to
clear the reserve. a. Disconnect the reserve static line.
b. By 3,000 feet, initiate cut away b. Disconnect the student lower
(2) Retain the main if it appears to
procedures and deploy the reserve. attachment points and student
have gone through the reserve
7. Skydiver (videographer) entangled in and could entangle if cut away. ripcord (if attached to the student
harness).
drogue or drogue bridle c. Biplane: Steer the front canopy
using toggles; do not release the c. Disconnect the tandem instructor
a. If altitude permits, give the
harness chest strap.
skydiver some time to work free of brakes on the rear canopy.
the entanglement. d. Have the student inflate the
d. Side-by-side
student flotation device.
b. Disconnect the RSL. (1) Determine controllability of the
e. Land near a shoreline or boat if
c. Pull the cutaway handle. larger canopy and if the main
possible.
can be cut away without fouling
d. Pull the drogue release handle, the reserve. f. Fly a straight and level final approach
which will release the drogue and facing into the wind, or in the case of
(2) If the main will clear and there
pull the bagged main canopy out a river with moving water, land in a
are control problems, disconnect
of the container and detach both direction that will allow the tandem
the RSL and cut away. main canopy to deflate in the water
risers immediately.
e. Downplane: Disconnect the RSL downstream of the tandem pair to
e. The tandem instructor then needs and cut away the main. help prevent the canopy and
to initiate a tracking position to gain suspension lines from entangling
horizontal separation from the 6. Main inflated, reserve entangled
around the student and instructor.
skydiver above who is still likely a. Attempt to control the main to the
entangled with the drogue bridle. g. Flare the main canopy at the
best landing option.
appropriate altitude and be aware
f. Pull the reserve ripcord to deploy the b. Do not cut away, unless it is certain that judging height above water
reserve canopy by at least 3,500 feet. that releasing the main will result in can be difficult.

126 | Tandem Instructor Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
h. Once you have entered the water, A. AIRCRAFT MALFUNCTION

T-3
pull the cutaway handle to release
the main parachute and make sure 1. The correct response to a low-altitude TANDEM METHOD
the canopy and suspension lines emergency will always depend on
remain clear of the tandem pair, or circumstances, including the severity
quickly work free of any lines or of the problem, the capabilities of the
canopy fabric. aircraft, the available terrain for landing
the plane or parachute, and the abilities
i. Disconnect the student upper of the jumpers aboard.
attachment points to free yourself
from the student. 2. Landing with the aircraft is usually
required up to 1,500 feet.
j. Loosen your leg straps and swim out
of the tandem instructor harness. a. The student takes all direction
from the instructor.
k. Inflate your own flotation device.
b. Fasten seat belts and helmets on.
I. TANDEM EMERGENCY c. For any aircraft descent, disarm the
PROCEDURE PRACTICE AAD as required (see owner’s manual).
1. After reviewing the emergency d. Prepare for a hard landing (soft-
procedures outlined by the field landing position).
manufacturer of the tandem system
used for the rating, each candidate 3. Bailout: Exit and pull reserve (required
must demonstrate proper emergency only when below the altitude for a safe
procedures to the tandem instructor poised exit and when the situation
examiner. makes landing the aircraft unsafe).
2. The candidate must wear an actual a. The instructor positions the
tandem rig outfitted with auxiliary student in the door.
emergency handles, or a tandem b. The student places his or her left
training harness designed for hand on the reserve ripcord and
practicing emergency procedures. pulls immediately after exit.
3. The candidate will attach a stand in c. With sufficient altitude, the student
student wearing a tandem student may use a similar procedure with
harness, to simulate a tandem skydive the main parachute.
as closely as possible. Whenever
possible, the tandem pair should be 4. A poised exit with a clear and pull on
suspended in a training harness for the main parachute whenever altitude
the emergency procedure drills. allows.

4. The tandem examiner will present B. PARACHUTE OPEN IN THE


each of the malfunctions outlined in AIRCRAFT
the manufacturer guidelines for the
1. If the parachute stays inside, first
tandem system used for the rating, to
close the door.
verify that the candidate responds
correctly and pulls each handle in the a. Main—disconnect the canopy release
correct sequence based on the system and reserve static line, and all
specific malfunction scenario. ride down with the aircraft.
5. Candidates who do not respond b. Reserve—remove the rig, if practical,
correctly to each emergency procedure and all ride down with the aircraft.
after three separate attempts may not 2. If the parachute goes out, the student
continue any further with the tandem must exit quickly without waiting for
course. After acquiring 100 more a command from the instructor.
skydives, the candidate may then attend
another tandem instructor rating course. C. SKYDIVER IN TOW
6. After successfully demonstrating a 1. If the student is conscious and
proper response to each malfunction, recognizes the problem and the
the tandem instructor examiner may parachute is the main parachute, the
sign for this requirement on the student should attempt to cut away
tandem instructor proficiency card. and deploy the reserve.

3-5: FREEFALL STUDENT 2. If the student is unconscious or the


parachute is a reserve parachute, the
EMERGENCIES response will depend on the
circumstances, including—
Review the student procedures for aircraft
a. controllability of the aircraft
malfunction and open-parachute aircraft
emergencies in the solo-method-specific b. landing terrain or facilities available
emergency procedures in Category A and to the aircraft
the Category B emergency procedure review 3. If the student is in tow due to an
section of the ISP. entanglement with a seat belt or jump
suit, cut the offending attachment.

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Tandem Instructor Rating Course | 127
T-4 INSTRUCTOR’S
DUTIES
4. Instructor’s Duties
(4) other a. Conduct a walk and talk, allowing
4-1: CONDUCTING THE JUMP the student to act out his or her
e. the longer the interval between
perceptions of the jump first.
A. STUDENT PREPARATION jumps, the more the student will
have forgotten b. Explain the jump from the
1. Introduction of student and instructor instructor’s viewpoint.
2. Introduce the performance objectives
a. on the instructor’s initiative of the next lesson and advancement (1) Accentuate the positive.
b. familiarizes the two with each other criteria for the next jump. (2) Discuss areas for improvement.
c. sets the tone for the conduct of a. Use appropriate descriptions and c. Review the video, if available.
the training and jump demonstrations.
d. Provide any necessary corrective
2. Administrative b. Conduct informal rehearsals using training.
a. paperwork (registration, waiver) the appropriate training aids to
enhance realism. e. Conduct or overview the training
b. payment for the next jump.
3. Be sure the student is equipped
c. documentation available (logbook, correctly for the skydive (equipment f. Record the jump.
A license application card) check before rigging up). (1) student’s logbook
d. training and review complete 4. Prepare the canopy flight plan. (2) A license application card
3. Personal 5. Conduct a full-dress rehearsal or dirt (3) DZ master log
a. water, food, restroom dive until the student performs
everything smoothly and correctly. (4) first-jump certificate, as
b. pockets cleared, jewelry off, gum appropriate
disposed a. without coaching or prompting
F. ADDITIONAL TRAINING
c. special considerations (medical) b. real time
The instructor conducts or supervises
4. Disposition 6. Perform the pre-boarding equipment
the required training in equipment, rules
a. behavior consistent and positive check, including all personal items
and recommendations, and spotting and
and the radio.
b. perspiration aircraft appropriate for the student’s level
c. breath C. ABOARD THE AIRCRAFT of advancement (category).
1. Monitor the student’s equipment.
d. breathing rate 4-2: PRE-JUMP CHECKS
2. Coordinate exit position and planned
e. rate of movement (nervous or
interaction with other jumpers or
(SOLO JUMPS)
jumpy?)
groups during exit.
f. voice A. INTRODUCTION
3. Review the deployment altitude with
B. TRAINING 1. One of the instructor’s greatest
the student at that point during ascent.
responsibilities is equipment
1. Each instructor is responsible for all 4. Encourage self-reliance. management.
previous training.
5. Conduct the pre-exit equipment check. 2. Preparation before boarding prevents
a. thorough review of the student’s accidents.
performance records 6. Supervise spotting, according to the
student’s level. 3. Having an organized routine will make
(1) logbook the operation run more smoothly.
(2) A license application card D. JUMP SUPERVISION
4. Conduct three complete equipment
(3) DZ master log 1. An instructor may be able to effectively checks.
observe a student making short freefalls
(4) discussion with previous (up to ten seconds) from the aircraft. a. before rigging up
instructors
2. The instructor may jump with b. before boarding
b. student’s subjective evaluation of students making longer freefalls to
the previous jump (What did the c. before exit
observe and critique for retraining
student think?) B. EQUIPMENT PREPARATION
during the debrief.
c. questions specific to the last 1. Always check the rig in a logical order,
skydive E. POST JUMP
such as top to bottom, front to back.
d. thorough review of the four 1. Verify that the student has landed safely
and returned to the operations center. 2. A typical sequence (varies according
emergency areas—aircraft, freefall, to equipment configuration)
equipment, landing—using the a. All equipment accounted for and
appropriate training aids put away. a. automatic activation device
(1) aircraft mock-up b. The student knows the debrief plan. (1) switched on
(2) training harness 2. Supervise the post-jump debriefing (2) calibrated
(3) landing trainer and training. b. reserve ripcord

128 | Tandem Instructor Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
(1) movement of the cable in the (5) fall rate (if applicable)

T-4
housing INSTRUCTOR’S
3. Using the same sequence, check the
(2) pin in place at least halfway, equipment after the student is DUTIES
but not shouldered onto the completely rigged and with
grommet everything adjusted, paying particular
attention to the following:
(3) no more than ten percent visible (4) “no-jump” signal prepared
fraying to the closing loop a. risers over the shoulder, not under
the arm (5) student’s radio on
(4) closing loop tight for properly
closed container b. release handle clear from under 5. Perform another pre-jump inspection
the main lift web in the aircraft prior to exit.
(5) reserve in date, seal intact
c. proper threading of harness C. AIRCRAFT PREPARATION
c. main closing (hand deployment)
hardware 1. Inspect and prepare the aircraft.
(1) flap closing order and bridle
d. chest strap routed clear of the a. familiar with door operation
routing correct
reserve ripcord
(2) slack above the curved pin b. protrusions removed
e. twisted harness straps
(3) pin fully seated c. smooth edges
f. comfort pads in position
(4) tight closing loop, with no more d. seat belts clear
g. overall adjustment and fit: On solo
than ten percent visible fraying e. knife aboard
jumps, a loose harness may allow
(5) pin secured to bridle with no the container to shift in freefall, f. paperwork for jump modifications
more than ten percent fraying causing stability problems.
g. pilot rig in date
(6) collapsible pilot chute cocked 4. Student’s personal equipment
(if applicable) (SHAGGAR, explained below) 2. Brief the pilot.
(7) pilot chute and bridle with no a. Shoes a. spot
more than ten percent damage b. routine procedures
(1) appropriate for the student
at any wear point
jumping; sandals, heels, and c. flap settings and airspeeds
d. main closing (ripcord) leather (or synthetic leather) d. emergency procedures
(1) free movement of the cable in soles not recommended
(1) aircraft malfunctions
the housing (2) hooks taped
(2) premature openings
(2) secure cable housing ends (3) laces double knotted
e. flight plan and altitudes for the load
(3) ripcord end not kinked or nicked b. Helmet
(4) closing loop with no more than (1) adequate protection
D. JUMP CONDITIONS
ten percent fraying 1. Up-to-date weather forecast
(2) fit and adjustment
e. drogue movement in pocket and 2. Surface winds and winds aloft
main deployment handle in place c. Altimeter
3. Daylight remaining
f. canopy release system and RSL (1) readable by student
(farsightedness?) E. REFER TO SIM 5-4, PRE-JUMP
(1) correct canopy release assembly
(2) zeroed SAFETY CHECKS AND BRIEFINGS
(2) RSL connected and routed
correctly d. Goggles 4-3: RECURRENCY TRAINING
g. chest strap and hardware (1) correct type for contacts or
glasses 1. The IE and USPA Instructor rating
(1) snap type connected and adjusted candidates review USPA recurrency
(2) clear and clean recommendations for students and
(2) friction adapter type: threaded experienced jumpers found in SIM
correctly, adjusted, and running (3) tight
Section 5-2.
end secured to prevent slippage e. Gloves
2. Recommended recurrency training and
h. reserve ripcord handle (1) worn for jumps into 40 degrees jumps for most licensed skydivers may
i. canopy release handle or cooler be conducted by a USPA Coach under a
(2) light and flexible USPA Instructor’s supervision.
j. harness adjustments
k. leg straps and hardware (3) correct fit 4-4: TANDEM EQUIPMENT
(1) threaded properly f. Aerial photograph for pattern CHECKS
planning (USPA Flight Planner)
(2) hardware function (snap
g. Radio or other means of A. PERSONAL
operation)
communication 1. Proper outerwear
l. outer clothing (or jumpsuit)
(1) all required equipment in place a. tight fitting to reduce drag
(1) free movement
and ready
b. won’t interfere with handle
(2) adequate protection on landing
(2) all required personnel operation or instructor’s vision
(3) secure; can’t impede handle coordinated 2. Helmet: soft or hard (hard helmets for
access students only if instructor is wearing
(3) entire team informed of the
(4) pockets empty, jewelry removed canopy flight plan a full-faced helmet)

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Tandem Instructor Rating Course | 129
during descent to prepare for a 4-5: VIDEO AND CAMERA
T-4 INSTRUCTOR’S cutaway on landing)
DUTIES (3) RSL back-ups (Collins lanyard 1. Video has proven to be an effective
routed correctly) training and marketing aid, but the
USPA Instructor must approve and brief
f. riser covers: maintenance the videographer prior to the jump.
3. Tandem harness fitted and adjusted g. chest strap and hardware 2. Refer to the Skydiver’s Information
(see manufacturer’s instructions)
h. reserve ripcord handle Manual, Section 6, for camera flyer
4. Knife i. canopy release handle recommendations, particularly those
pertaining to student jumps.
B. TANDEM EQUIPMENT j. harness adjustments
3. Minimum experience qualifications
PREPARATION k. leg straps and hardware
a. 300 group freefall skydives
1. Always check the tandem rig in order, (1) threaded properly
top to bottom, back to front before b. 50 jumps flying camera with
(2) hardware function experienced jumpers
putting it on.
(3) ends secured 4. Considerations for jumpers
2. A typical sequence (varies according
to equipment configuration): 3. Special care required photographing tandem jumps
a. automatic activation device a. Tandem instructors must carefully a. The camera flyer needs to remain
manage their equipment throughout clear of the tandem pair during
(1) switched on the flight to make sure nothing gets and following exit until the drogue
(2) calibrated damaged or dislodged. is deployed.
b. reserve ripcord b. Other jumpers in the aircraft may b. The camera flyer must remain
not be qualified to check tandem clear of the drogue and the area
(1) movement of the cable in the above the tandem pair at all times.
equipment, and other tandem
housing
instructors may not be able to c. Upon drogue release, the tandem
(2) pin in place at least halfway, move into position to check your pair accelerates downward
but not shouldered equipment adequately. abruptly (trap door effect).
(3) no more than ten percent visible c. When taking a tandem student, it is (1) The camera flyer must remain
damage to the closing loop not recommended for a tandem clear of the area immediately
(4) closing loop tight for properly instructor to perform any additional below the tandem pair.
closed container duties or undertake any additional (2) The camera flyer should
responsibilities on the aircraft. anticipate them dropping
(5) reserve in date, seal intact
4. Perform another pre-jump inspection below during main parachute
c. main closing in the aircraft just after hook-up. deployment.
(1) correct bridle routing a. Check all available items. 5. The USPA instructor should correct
any camera flyer actions that cause
(2) tight closing loop b. Have the tandem student assist with concern.
(3) pin or cable secure to attachment, checking the harness attachments.
6. Use of handycam during tandem jumps
in place, and fully seated c. A loose connection between the is becoming more common. To ensure
(4) cable coating intact with no student’s and instructor’s harness the Tandem Instructor is prepared to
cracks or dents may cause the student to shift in conduct handycam tandem jumps, USPA
freefall, causing stability problems, recommends the Tandem Instructor:
(5) security locking devices in place including a side-spin.
a. Have a minimum of 200 tandems
(6) closing loop routed correctly 5. Perform a complete handle check in (required according to the Basic
and flaps in correct order likely order of use according to the Safety Requirements)
d. drogue system manufacturer requirements— b. Have made at least 50 tandem
(1) drogue cocked (window, if a. after hook up and prior to exit jumps in the preceding six months
applicable) b. in droguefall after deploying the c. Receive specific instruction in the
(2) release cables or lines routed drogue safety and use of a handycam system
correctly (1) drogue release d. Demonstrate emergency procedures
(3) handles in place and secured, if with the handycam mounted and the
(2) secondary drogue release student fully geared up and attached
applicable
(3) cutaway handles to the instructor harness. The
(4) drogue pouch secure and procedures may be demonstrated
drogue movable in pouch as (4) reserve handle(s) standing on the ground or while
one unit (does not telescope (5) RSL shackle suspended in a hanging harness.
and jam when pulled)
c. after main canopy deployment e. Should make two solo jumps using
(5) pouch maintenance solo parachute equipment with the
(1) cutaway handle handycam mounted to become
e. main canopy release system and
(2) reserve handle(s) familiar with the effects of the camera
RSL
in freefall and to become comfortable
(1) correct canopy release assembly C. GROUND CREW PREPARATION with the operation of the handycam.
(2) RSL connected and routed Enlist the help of ground assistant for f. Should make one jump with the
correctly (frequently disconnected windy conditions. handycam using a tandem system

130 | Tandem Instructor Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
with at least a C-licensed skydiver 3. Freefall and droguefall

T-4
in the student position. A tandem a. Jumpers should approach in view of INSTRUCTOR’S
instructor or tandem examiner the instructor, never from behind, DUTIES
familiar with handycam operation above, or below the tandem pair.
should be used whenever possible.
b. Each participant should maintain
4-6: RELATIVE WORK ON visual contact with everyone in the
TANDEM JUMPS formation, especially the tandem pair.
c. fall rates
A. RISK CONSIDERATIONS (1) Tandem fall rates can be
1. Under certain conditions, allowing unpredictable, depending on
other jumpers to join a tandem jump the weight and body positions
is possible with minimal increased of the tandem pair.
risk to the tandem pair. (2) Unless a skydiver cannot easily
2. Once the tandem instructor and match the fall rate of the tandem
student are in droguefall, they have pair there should be no attempt
very limited range of vertical or to dock.
horizontal movement. d. docking
3. The tandem pair must rely on those (1) No docks should be made on
who may be making the jump with the instructor.
them to avoid collisions or other
hazardous situations. (2) Jumpers docking on the student
should be careful to prevent the
4. All added risks need to be considered by student from taking too firm a
both members of the tandem pair, grip.
which requires that the tandem student
be fully informed of any additional risks. 4. Breakoff

B. QUALIFICATIONS a. The USPA Tandem Instructor should


wave off to signal the end of group
1. Tandem parachutist in command activity at least 1,000 feet prior to
a. USPA Tandem Instructor rating planned drogue release.
b. minimum of 100 tandem skydives b. The tandem instructor may wave off
as a tandem instructor or tandem one or more of the approaching
parachutist in command skydivers at any time during the
freefall or droguefall, and those
2. Other participants on the tandem jumpers should immediately stop their
jump should be approved by the USPA approaches towards the tandem pair.
Tandem Instructor, the tandem
student, and the camera flyer and c. At the breakoff signal or by no lower
should have the following minimum than 1,000 feet prior to the planned
experience (either option): drogue release, solo jumpers (except
the camera flyer) should track clear
a. USPA Coach or higher rating of the tandem pair.
b. 300 group freefall skydives 5. Under canopy, no jumper should
3. The USPA Tandem Instructor should attempt to approach the tandem pair;
personally know the skill level of all canopy formation activity with
who are participating on the skydive. tandem equipment is prohibited.

C. BRIEFING 6. Distractions: The USPA Tandem


Instructor should adhere to his or her
1. The USPA Tandem Instructor should standard operating procedures at all
thoroughly brief all the assembled times during the jump preparation
participants. and operations and not be distracted
2. Exit by the other jumpers—
a. The tandem instructor must ensure a. during the student preparation on
that an exit is designed that keeps the ground
everyone involved leaving the b. while approaching or boarding the
aircraft in a safe order and prevents aircraft with the student
interference with the tandem pair
or the drogue deployment. c. during the student hook-up
procedure on the climb to altitude
b. There should be no contact with
the tandem pair on exit. d. during the climb-out, exit and
drogue deployment procedure
c. No skydiver should ever be directly
above or below the tandem pair.
d. The tandem instructor needs to
make sure the airspace above is
clear prior to the drogue throw.

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Tandem Instructor Rating Course | 131
T-5
DEMONSTRATION
AND GROUND
PRACTICE FOR
EVALUATIONS 5. Demonstration and Ground Practice for Evaluations
ripcord, and where appropriate, the 1. Qualified jumper in the student’s position
A. PURPOSE RSL attachment shackle on the riser (see introduction and orientation
1. After the classroom portion and prior to section of this rating course outline)
d. droguefall turns
evaluations, the IE and staff demonstrate 2. Unstable exit at 10,500 feet or higher
how to conduct the student training and e. wave-off and drogue release at
jump activities for which the candidates 6,000 feet. 3. Drogue deployment by 8,000 feet
are being rated and evaluated. f. post-deployment check 4. Visual check of the drogue inflation,
2. Candidates may practice the skills, followed by a thumbs up to the jumper
g. post-opening check of cutaway
supervised by the course staff, keeping in the student harness
and reserve ripcord, plus, where
in mind that course time is limited and appropriate, the RSL attachment 5. Handle accessibility check, in the
evaluations must soon begin. shackle on the riser order that they would be pulled in an
B. TANDEM SESSIONS emergency situation: primary drogue
h. practice landing flares
release, secondary drogue release,
1. Prior-to-boarding sequence i. pre-planned pattern to the landing main cutaway handle then reserve
a. pre-jump training of tandem area ripcord, and, where appropriate, the
students in Categories A and B 2. Must be made prior to acting as RSL attachment shackle on the riser
b. rigging the student’s harness and instructor 6. Two 360-degree droguefall turns
other equipment 7. Wave-off and drogue release at 6,000
c. jump preparation and pre-jump JUMP 2 feet.
check 1. Candidate in the student position 8. Post deployment check
2. Aircraft emergencies 2. Must be made as an instructional 9. Post-opening check of cutaway and
3. Pre-boarding, boarding, climb-to- rating jump during the rating course reserve ripcord, plus, where appropriate,
altitude, and pre-jump sequence the RSL attachment shackle on the riser
a. control of the student in the loading JUMP 3 10. Practice landing flares
area and in the aircraft for boarding Candidate in the instructor position 11. Pre-planned pattern to the landing
and the climb to altitude area
1. Qualified jumper in the student position
b. hook-up, student verification of (see introduction and orientation
hook-up, and equipment self-check section of this rating course outline) JUMP 5
procedures
2. Stable exit followed by aggressive 1. Tandem freefall speed
c. control of the student’s movement drogue deployment within 10 seconds
in the aircraft during pre-exit a. At solo terminal velocity, a jumper
of exit
falls 1,000 feet approximately every
d. spotting and pilot communications 3. Visual check of the drogue inflation, 5.5 seconds. 
4. Exit procedures, student observation, followed by a thumbs up to the jumper
b. At tandem terminal velocity, the
and coaching techniques in freefall in the student harness
pair falls 1,000 feet in approximately
and droguefall 4. Handle accessibility check, in the 3.5 seconds. 
5. Canopy descent, approach, and landing order that they would be pulled in an
c. Both tandem instructor candidates
emergency situation: primary drogue
6. Post-jump critique and jumpers acting as students
release, secondary drogue release,
need to closely monitor altitude.
7. Packing main cutaway handle then reserve
ripcord, and, where appropriate, the 2. Recovery from instability; terminal
C. DIVE FLOWS RSL attachment shackle on the riser velocity control.
5. 360-degree turns in both directions a. must have video if the IE is not on
EVALUATOR ACTING AS STUDENT the jump
6. Wave-off and drogue release at 6,000
feet. b. unstable exit
JUMP 1
7. Post-deployment equipment check c. sufficient altitude to reach tandem
Jump 1 and 2 may be made in either order. terminal velocity (15-20 seconds)
8. Post-opening check of cutaway and
1. Solo with tandem equipment or and deploy drogue by 8,000 feet
reserve ripcord, plus, where appropriate,
tandem with an evaluator (based on the RSL attachment shackle on the riser d. depending on the manufacturer—
manufacturers requirements) 360-degree turns to the left and
9. Practice landing flares
a. maximum ten-second freefall right during tandem terminal
prior to drogue deployment 10. Pre-planned pattern to the landing
e. drogue deployment at 8,000 feet
area
b. drogue inflation check f. system handles check once the
c. handle accessibility check, in the drogue is deployed
JUMP 4
order that they would be pulled in an g. visual check of the drogue inflation,
emergency situation: primary drogue Unstable exit and recovery followed by a thumbs up to the
release, secondary drogue release, jumper in the student harness
main cutaway handle then reserve

132 | Tandem Instructor Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
h. handle accessibility check, in the 6. The tandem candidate should conduct

T-5
DEMONSTRATION
order that they would be pulled in practice jumps four and five as a AND GROUND
an emergency situation: primary Category B tandem jump.
PRACTICE FOR
drogue release, secondary drogue
release, main cutaway handle then EVALUATIONS
reserve ripcord, and, where
appropriate, the RSL attachment
shackle on the riser
i. wave-off and drogue release at
6,000 feet.
j. post-deployment check
k. post-opening check of cutaway
and reserve ripcord, plus, where
appropriate, the RSL attachment
shackle on the riser
l. practice landing flares
m. pre-planned pattern to the landing
area
D. PRACTICE
1. Once the candidate has completed the
five initial tandem training jumps under
the direct supervision of a tandem
instructor examiner, five additional
tandem jumps are required for the
USPA Tandem Instructor rating.
2. Jumper Acting as Student
a. It is recommended that the
Tandem IE complete each of the
five practice jumps in the student
position whenever possible.
b. In the event the Tandem IE is not
available, a USPA Tandem Instructor
or a jumper with at least 100
skydives and a USPA B license or
higher may jump in the student
position, after a briefing from the
Tandem IE to include the use of
emergency handles and deployment
altitudes and procedures.
c. In the event that a non-tandem
rated jumper is used for the student
position, the Tandem IE or a USPA
Tandem Instructor must supervise
the practice jump and sign for the
practice jump on the proficiency
card.
3. The five practice jumps provide the
tandem candidate a chance to become
more experienced and comfortable
with tandem procedures before
earning the rating and jumping with
actual tandem students.
4. The jumpers in the student position
should conduct themselves as a good
student, allowing the tandem instructor
to focus on proper tandem techniques
for the door position, launch,
droguefall, deployment, canopy
descent and landing.
5. The tandem candidate should conduct
the first three practice jumps as a
Category A tandem skydive.

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Tandem Instructor Rating Course | 133
T-6 CANDIDATE
EVALUATION
6. Candidate Evaluation

A. INTRODUCTION
4. heading control (no more than 90 F. GROUND RULES FOR TANDEM
degrees of unintentional heading EVALUATIONS
1. This section of the course is to be change)
presented to the candidates with all 1. The pair conducts actual tandem
a. droguefall jumps with the IE or an appointed
evaluators for that course present.
b. freefall tandem course evaluator observing.
a. serves as the evaluator’s briefing
5. deployment at the correct altitude 2. During tandem jumping evaluations, the
b. reassures the candidates that they jumper acting as tandem student will
are fully informed of all evaluation 6. canopy descent
cooperate and communicate as an
criteria and instructions 7. landing experienced jumper during all phases of
c. provides a dialog and rapport a. satisfactory landing the jump.
between candidates and evaluators a. The evaluator may present or
before testing begins b. accuracy
direct the candidate acting as
2. The Tandem Instructor Rating Course 8. inspection and packing student to present certain
includes an evaluation of the first five scenarios to challenge and
D. EVALUATION SCHEDULE enhance the experience of the
tandem training jumps
candidate acting as instructor.
3. The course also includes two written TANDEM JUMP EVALUATION
exams. b. In each case, the candidate acting
1. The candidate is evaluated while as instructor must be fully
a. the USPA Tandem Instructor Exam acting as instructor during at least informed of the scenario and
b. manufacturer’s (equipment specific) three practice tandem jumps with reviewed on the expected
exam course candidates or staff. response.
4. The initial five training jumps will vary 2. The evaluations are combined with c. By 8,000 feet, the evaluator or
slightly based on the tandem system training sessions, with the evaluator candidate acting as tandem
used for the course. offering advice and assistance as student must cease all challenges
necessary. and return to a stable position.
a. Either one solo, using the tandem
harness and container system, or a 3. The packing evaluation may be 3. The evaluator determines who will be
tandem jump in the instructor completed at any time during the in charge during aircraft and jump
position (follow the manufacturer course. operations; everyone must know
requirements) 4. Tandem evaluation jump dive flows who’s in charge at any given time.
b. One acting as a tandem student are in the demonstration and ground 4. Tandem terminal velocity
practice for evaluations section of
c. Three acting as tandem instructor this course. a. Each candidate, acting as tandem
instructor, must demonstrate
B. GENERAL 5. Video is recommended for all control during at least a 20-second
evaluation jumps. freefall without a drogue.
1. To ensure standardized procedures,
each evaluation should be conducted E. JUMPER ACTING AS TANDEM b. The IE or an appointed tandem
in generally the same manner and to STUDENT (RESPONSIBILITIES) course evaluator must accompany
the same standards of performance. each candidate on at least one such
1. Altitude monitoring
2. For the tandem jump evaluations, the IE jump.
may divide the candidates into teams of 2. Verification of drogue deployment by
c. This will require an exit no lower
two supervised by an evaluator, may 8,000 feet
than 12,000 feet, even if the jump
switch team members, or the evaluator 3. If the candidate fails to deploy the is performed from a Cessna 182 or
may act as tandem student. drogue by 8,000 feet— other single engine piston
3. The evaluator explains in detail what a. Remind the candidate (prearranged powered aircraft.
will be considered a satisfactory signal) to deploy the drogue.
performance during the training and
G. SCORING
jump operations. b. Deploy the drogue by 7,000 feet.
4. Check of the main drogue release and
TANDEM JUMPS
C. AREAS TO BE EVALUATED safety handles (attached to the cutaway 1. The candidate must obtain a score of
and reserve ripcord handles), followed Satisfactory in all areas of the USPA
TANDEM JUMPS by a thumbs up to the candidate Tandem Instructor In-Air Skills and
Each candidate is evaluated in all the Instruction Evaluation Form.
5. If the candidate fails to release the
following subject areas and sub-areas shown drogue by 6,000 feet— 2. Tandem jumps (evaluator riding or
on the Tandem In-Air Skills Evaluation Form: jumps alongside the tandem candidate
a. Remind the candidate (prearranged
1. pre-jump equipment check pair)
signal) to release the drogue.
2. student hook-up and pre-exit check a. The candidate correctly and
b. Release the drogue by 5,000 feet.
completely rigs a simulated student
3. exit control for a tandem jump and completes a
satisfactory pre-jump check of all
associated systems, meaning that

134 | Tandem Instructor Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
everything is inspected and b. failure to perform and verbalize

T-6
prepared as necessary for a safe pre-exit equipment check CANDIDATE
jump under ordinary circumstances: (requiring evaluator prompt)
EVALUATION
(1) student’s parachute equipment c. inability to recover stability within
ten seconds after exit with the
(2) student’s personal items
cooperation of the evaluator or
(3) tandem equipment another candidate acting as student
(4) aircraft d. initiation of drogue deployment
(5) pilot below 8,000 feet

(6) ground support personnel e. failure to perform complete handle


check after deploying the drogue
b. The candidate performs satisfactorily
during the tandem jumps— f. inability to control heading in
freefall or droguefall
(1) a complete equipment check,
including actively engaging the g. drogue release below 4,500 feet
simulated student in checking h. landing or canopy control that in
the student harness the opinion of the evaluator or IE
attachments after hook-up could lead to a student injury
(2) spots the aircraft correctly i. other
(3) establishes stability within five
Note: “Other” is not meant as an open or
seconds of exit and maintains
broad interpretation of the reasons for a
it throughout the jump score of Unsatisfactory; rather, it is
(4) recovers from intentional, reserved for unforeseeable situations that
planned instability on exit in the judgment of the evaluator and the IE
would compromise the safety of an
(5) perform as a complete operation evaluator or a real student.
handle check during droguefall
on each jump H. RETESTING
(6) demonstrates heading control 1. Tandem jump retesting: A candidate
during tandem freefall, including who fails to obtain a score of Satisfactory
tandem terminal velocity and in all areas of the Tandem In-Air Skills
droguefall Evaluation Form must retake that
(7) demonstrates control of portion of the USPA Tandem Instructor
360-degree turns in tandem Rating Course at another time.
freefall and droguefall 2. Written exam retesting
(8) deploys and releases the drogue a. USPA Exam
within 500 feet of the planned
(1) Each candidate will be provided
altitude
a second opportunity to pass
(9) without assistance, steers the the test during the course.
canopy to within 50 feet of the
(2) Failure to answer 100 percent
target on at least two tandem
of the questions correctly on
jumps while acting as instructor
the second attempt will require
3. Packing and equipment: Each candidate the candidate to study, retake
must demonstrate correct inspection the classroom portion of a
and packing procedures using the future Tandem Instructor
tandem parachute system type for Rating Course, and pass the
which the candidate is being rated (refer written exam at that course.
to the tandem equipment manual).
b. tandem equipment manufacturer’s
4. Unsafe performance exam, according to the manufacturer
a. The evaluator must advise the IE of 3. Retesting fees: All retesting and
any performance that, in the re-evaluation fees are at the discretion
evaluator’s opinion, creates a safety of the IE (and the manufacturer for its
hazard during an evaluation jump. written exam).
b. The IE may recommend additional 4. All portional retesting must be
training for the candidate or that accomplished within 12 months of the
the candidate not continue with failed or incomplete course, or the
the in-air practical evaluation of candidate must retake the complete
the course at this time. course.
c. This also applies to freefall
evaluation jumps.
5. Mandatory scores of Unsatisfactory
a. missing attachment or forgetting
lateral adjustment during hook-up
(requiring evaluator prompt)

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Tandem Instructor Rating Course | 135
TANDEM INSTRUCTOR RATING COURSE
GROUND EVALUATION CHECKLIST
1. Introduction (5 minutes) 3. Canopy Control (10 minutes)

a. Instructor FF use of DZ photo or flight planner;


walk in field
FF name
FF exit point
FF background
FF holding area
b. student
FF landing pattern from different
FF motivations
directions
FF physical condition: medical, vision,
FF landing procedure: flare height, stall
hearing, age, weight, dental, scuba,
recovery
injuries, blood donations, prescription
and non-prescription drugs, alcohol FF effect of low turn
FF USPA membership, waiver, etc. 4. Meeting Student (20-Minute Call)
FF appropriate clothing (pockets,
jewelry) FF pre-jump equipment check (student
and instructors)
FF non-jump background
FF pre-boarding supervision
FF procedure to prepare for jump (time
frame, etc.) FF full-dress rehearsal at mock-up or
aircraft
c. skydive
FF boarding
FF tie-in to previous experience
5. Climb to Altitude
FF introduce objectives (emphasis on
pull altitude) FF helmet and seat belt
FF brief description (concept, flow) FF view of airport from aircraft
FF demonstration and video, if FF deployment altitude review (at
available correct altitude)
FF practice deployment (Category B) FF student hook-up
2. Training (10-15 minutes) FF student verbal rehearsal with
instructor
a. equipment
FF supervision during pre-exit and
FF hook-up and check procedures climb-out
FF altimeter 6. Opening to Landing
FF drogue release handle
FF canopy control
b. aircraft
FF pattern, accuracy
FF use of mock-up or aircraft
FF hand and foot placement
FF low altitude (landing with aircraft)
FF bail out
FF poised exit
c. droguefall and freefall
FF hand placement
FF body position
FF hand signals (Category B)
FF altitude awareness
d. landing
FF use of landing trainer mock-up
FF tandem landing
FF water
FF trees
FF wires
FF other obstacles, prevention, drag
recovery

136 | Tandem Instructor Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
SAMPLE EVALUATION FORM
Preparation FF Unsatisfactory FF Satisfactory

Individual knowledge. Organization, teamwork, instructional flow, preparation and control of training area, and use of training aids.

Explanation and Demonstration (Presentation) FF Unsatisfactory FF Satisfactory

Includes introduction. Objectives and flow of the dive, followed by a more detailed explanation of each point. It should be clear and
understandable. Horizontal and vertical demonstrations.

Student Trial and Practice (Application) FF Unsatisfactory FF Satisfactory

Efficient and effective. Develops student performance to the degree that the student (after mastering each individual skill) can
perform the dirt dives in real time without coaching. Emphasis on horizontal. Step by step.

Review (Evaluation) FF Unsatisfactory FF Satisfactory

Emphasis on requiring student demonstrations of skills with continual evaluation of progress. Effective written checklist with key
questions. Complete (especially four emergency areas: aircraft, freefall, equipment, landing).

Supervision (equipment, pre-boarding, boarding, canopy descent) FF Unsatisfactory FF Satisfactory

Control during full-dress rehearsal, pre-boarding, and boarding. Canopy descent and landing pattern review. Equipment check—
three required.

Climb to Altitude FF Unsatisfactory FF Satisfactory

Orienting the student to the DZ and ground winds, reviewing significant altitudes (no-more turns, lock-on, deployment), student’s
mental preparation, required description of the dive from the student, pre-exit equipment check, spotting (involving the student in
the process and effectiveness), supervision while moving to the door and getting into position for exit.

❑ helmet and seat belt ❑ view of airport ❑ deployment altitude review ❑ mental review
❑ verbal review ❑ spotting ❑ climb-out

Exit, Freefall Observation, and Altitude Monitoring FF Unsatisfactory FF Satisfactory

Within range to observe, altitude aware, non-interference

Opening to Landing FF Unsatisfactory FF Satisfactory

Observe student canopy control and set good example.

Debriefing FF Unsatisfactory FF Satisfactory

Use of walk and talk technique (post dive with the student’s story first). Thorough and accurate. Beneficial to the student. Positive and
upbeat approach. Advancement decision. Corrective training. Paperwork (logbook, DZ records).

❑ walk and talk ❑ video reviewed ❑ corrective training


❑ advance decision ❑ lesson preview ❑ paperwork

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Tandem Instructor Rating Course | 137
SCORING AND CRITERIA EXAMPLES
Pre-Jump Equipment Checks Pre-flight (observed), before boarding, before exiting. The candidate cannot enter an aircraft mis-
(Three Required) rigged.

Student Hook-Up Includes all points of attachment and pre-exit handle check

Exit Control Stability and proper presentation to the relative wind within 10-seconds

Freefall On heading able to execute stable turns to include drogueless scenario (Tandem Terminal)

Able to set the drogue in 5-10 seconds (stable) and execute turns with body control (not
Droguefall
buffeting)

Heading Control Able to maintain heading regardless of student body position

Deployment On heading, stable, at the correct (assigned) altitude

Canopy Descent Plan their strategy back to the landing area

Landing Must be safe (can be seated or stand-up) and within 25-meters of the target

Inspect And Pack In accordance with the manufacturers instructions

AUTOMATIC UNSATS

Missed Attachment Or
All points of attachment secured
Lateral Adjustment

Missed Pre-Exit Check All attachment points and handles (in order)

Unstable More Than


No drogue out or unstable drogue set 
10 Seconds

Unable To Control
Lack of ability to maintain heading (no drogue Tandem Terminal)
Freefall Heading

Freefall Below 8,000 Feet No drogue set by 8,000 ft AGL

Missed Droguefall
Not checking handles in the proper order after drogue is set
Handle Check

Unable To Control
Lack of ability to maintain heading (after drogue is set)
Droguefall Heading

Drogue Release Below 4,000 Ft. Drogue must be released within 500 feet of the predetermined deployment altitude

Bad Canopy Control Or Landing Creating a dangerous situation (potential injury) to the Tandem Instructor or Passenger/Student

Safety; unstable drogue set, hazardous/dangerous landing approach, pulling the wrong handle or
Other
out of sequence response to emergency situations, etc.

138 | Tandem Instructor Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
INSTRUCTOR
EXAMINER IE

INSTRUCTOR EXAMINER RATING COURSE

ACKNOWLEDGMENTS
Lesson Design Format - “Essential Elements of Instruction”, Madeline Hunter
Lesson Design - Lesson Conference Sequence by Instructional Training Co., Phoenix, AZ
Resolution Dimension – Allen Mendler
Resolution Mediation – “Discipline With Dignity”, National Education Service
Lesson Design Image from www.lanecc.edu/fpd/resources/LENS/module6.pdf
Weston, Mc Alpine, and Bordonaro, (1995)
Hersey and Blanchard Situational Leadership

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Instructor Examiner Rating Course | 139
140 | Instructor Examiner Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
1. Introduction and Orientation
INTRODUCTION AND
ORIENTATION IE-1
A. WHAT IS A USPA INSTRUCTOR 2. The goal of the course is to produce (3) Conducted at least 25 solo
EXAMINER? USPA IEs who can train and evaluate student first jump courses
USPA instructional rating holders to
1. USPA Instructor Examiner (IE) is the the same high level of proficiency. (4) Conducted at least 25 Coach
highest of the three instructional evaluation jumps under the direct
ratings USPA administers, preceded C. WHAT IS REQUIRED TO ATTEND supervision of a Coach Examiner
by Coach and Instructor. THIS COURSE AND EARN THE (logged on the Evaluation Jump
2. A USPA Instructor Examiner may— INSTRUCTOR EXAMINER RATING? Verification Form)

a. Facilitate Coach or Instructor rating 1. This course may be attended by any (5) Conducted at least 25 Coach
courses for any discipline of which USPA member in good standing, who ground evaluations including the
he or she is qualified (Coach, AFF, can read, write and understand evaluation, scoring and debrief,
IAD, SL or Tandem) After teaching English, once any of the following under the direct supervision of a
three unsupervised and independent criteria have been met: Coach Examiner (logged and
coach or instructor rating courses, verified on the Ground
a. Coach Examiner Candidate Evaluation Verification form)
an IE may begin the process of
training new IE candidates under (1) Current USPA Instructor rating (6) Successful completion of the
their supervision. in any discipline Instructor Examiner Rating
b. Exercise all privileges of a Coach (2) Completed at least 100 actual Course
or Instructor for any discipline of freefall student training jumps (7) USPA D license
which he or she is qualified (AFF, (3) Conducted at least 15 solo (8) Administered two Coach Rating
IAD, SL or Tandem) student first jump courses Courses under the supervision
c. Verify any USPA license or rating b. Accelerated Freefall IE candidate of a current, appropriately
and sign for all rating renewals, rated IE and received that IE’s
including other IE ratings. (1) Current USPA AFF Instructor
recommendation
rating
3. IEs may sign logbooks and other (9) Attended the Coach Examiner
records with their signatures, rating (2) Completed at least 100 actual
Standardization Meeting within
and the current year, e.g. USPA AFF IE AFF jumps
the previous 24 months
2007, USPA CE 2007. (3) Conducted at least 15 solo (beginning in 2019)
student first jump courses
B. INSTRUCTOR EXAMINER b. Accelerated Freefall IE Rating
RATING COURSE BACKGROUND c. IAD or Static-Line IE candidate
(1) Current USPA AFF Instructor
1. The Instructor Examiner Rating Course (1) Current USPA IAD or Static rating
was developed to address several key Line Instructor rating
(2) Completed at least 500 actual
issues within the USPA rating structure: (2) Completed at least 100 actual AFF jumps
a. The original Instructor Examiner freefall student training jumps
(3) Conducted at least 50 solo
rating requirements and testing (3) Completed at least 25 actual student first jump courses
procedures did not fit the current IAD or SL student dispatches
(4) Conducted at least 50 AFF
rating program needs, and was
(4) Conducted at least 15 solo Evaluation jumps under the
placed on hold on January 1, 2006.
student first jump courses direct supervision of an AFF IE
b. Prior to the Advanced Instructor (logged on the Evaluation Jump
d. Tandem IE candidate
Course, USPA had never offered a Verification Form)
formal training and evaluation (1) Current USPA Tandem
Instructor rating (5) Conducted at least 25 AFF
process for candidates who desired
ground evaluations including the
to teach instructor rating courses. (2) Completed at least 100 actual evaluation, scoring and debrief,
c. USPA needed a structured program tandem student training jumps under the direct supervision of
to train instructors how to evaluate (3) Completed at least 100 actual an AFF Instructor Examiner
coach and instructor rating freefall student training jumps (logged and verified on the
candidates, and facilitate rating Ground Evaluation Verification
courses. (4) Conducted at least 15 solo form)
student first jump courses
d. The rating structure needs to be (6) Successful completion of the
as simple as possible, yet maintain 2. Below are the requirements necessary Instructor Examiner Rating
high standards. to earn the initial IE rating in each Course (IERC)
rating discipline:
e. A variety of courses were designed (7) USPA D license
and tested beginning in 2002, called a. Coach Examiner Rating
(8) Administered two AFF
Advanced Instructor Courses. (1) Current USPA Instructor rating Instructor Rating Courses
f. The Instructor Examiner Rating in any discipline under the supervision of a
course was developed in 2007, (2) Completed at least 100 actual current, appropriately rated IE
based on input from many AIC freefall student training jumps and received that IE’s
course graduates and other within the past 12 months or recommendation
members of USPA. 300 freefall training jumps total

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Instructor Examiner Rating Course | 141
(6) Manufacturer Examiner (4) Any manufacturer endorsements

IE-1 INTRODUCTION AND Endorsement for the equipment (required for tandem)
type in use for the rating course (5) The additional requirements
ORIENTATION
(7) Successful completion of the must be listed on the IE
Instructor Examiner Rating Proficiency card, then signed and
Course (IERC) verified by another current IE
(9) Attended the AFF IE
Standardization Meeting within (8) USPA D license (6) The completed Instructor
the previous 24 months. Examiner Proficiency card
(9) Administered two Tandem
must be submitted to USPA
c. IAD or Static-Line IE Rating Instructor Rating Courses
Headquarters with the
under the supervision of a
(1) Current USPA IAD or Static appropriate rating fees for
current, appropriately rated IE
Line Instructor rating processing
and received that IE’s
(2) Completed at least 250 actual recommendation D. THE NATURE OF THE COURSE
freefall student training jumps e. Upon completion of all of the 1. The Instructor Examiner Rating Course
(3) Completed at least 250 actual requirements, the IE candidate is conducted over a three-day period.
static line or IAD student must submit the following to USPA
Headquarters for verification by the 2. Course and testing arrangements
dispatches
Safety and Training Committee a. The host coordinates with the
(4) Conducted at least 50 solo before the rating will be issued: supervising IE for scheduling an
student first jump courses Instructor Examiner Rating Course
(1) A completed Coach Examiner/
(5) Conducted at least 25 static- Instructor Examiner Proficiency (IERC)
line or IAD Evaluation jumps Card b. The course host negotiates the fees
under the direct supervision of and accommodations with the IE
a Static-Line or IAD IE (logged (2) The Evaluation Jump Verification
Form listing the evaluation jump (borne by the host and candidates).
on the Evaluation Jump
Verification Form) dates, location and supervising 3. The course must be held at a USPA
examiner required for the rating Group Member drop zone, or USPA
(6) Conducted at least 25 IAD or must receive a payment equal to the
Static-line ground evaluations (3) The Ground Evaluation Form
listing the ground evaluation Category 3 Group Member fee.
including the evaluation, scoring
and debrief, under the direct dates, location and supervising 4. Each candidate is required to arrive
supervision of an IAD or Static- examiner required for the rating at this course with all prerequisites
line Instructor Examiner (logged (4) Log book records for the total completed, as specified on the
and verified on the Ground jumps, student jumps, and Instructor Examiner Proficiency Card.
Evaluation Verification form) evaluation jumps required for 5. The course is advanced in nature and
(7) Successful completion of the each examiner rating should be attended only by qualified
Instructor Examiner Rating (5) Drop zone manifest records for and prepared candidates.
Course (IERC) the total jumps, student jumps 6. There is no actual skydiving involved
(8) USPA D license and evaluation jumps for each in this course.
examiner rating
(9) Administered two Static-line or 7. The Rating fee paid to USPA
two IAD Instructor Rating (6) Manifest records, payment Headquarters for each Coach and IE
Courses under the supervision records or other proof of rating is $120.
of a current, appropriately completing the number of first
jump courses taught for the E. WHO MAY CONDUCT THIS
rated IE and received that IE’s
recommendation requirement of each examiner COURSE?
rating 1. This course may be conducted by a
d. Tandem IE Rating
3. Instructor Examiner Rating Transition USPA IE who meets the following
(1) Current USPA Tandem Requirements qualifications:
Instructor rating
a. Upon completion of the initial a. Current USPA IE rating in at least
(2) Completed at least 500 actual Instructor Examiner rating course, two of the following USPA rating
Tandem jumps the candidate will receive an disciplines-Coach, AFF, IAD, Static
(3) Conducted at least 50 solo Instructor Examiner rating in each Line and Tandem
student first jump courses method specific rating for which b. Must assist in at least three
he is qualified Instructor Examiner Rating
(4) Conducted at least 25 Tandem
evaluation jumps under the b. In order to add the IE rating for a Courses, two of which are within
direct supervision of a Tandem new discipline, a current IE must the previous 12 months
IE (logged on the Evaluation meet the following additional (1) Assist in the first two courses
Jump Verification Form) requirements for each rating:
(2) Lead the third course under the
(5) Conducted at least 25 tandem (1) Actual student jump numbers direct supervision of a qualified
ground evaluations including for the specific discipline IE responsible for administering
the evaluation, scoring and (2) Additional number of required the course
debrief, under the direct first jump courses taught, if any
supervision of a Tandem 2. The IE candidate must obtain a letter of
Instructor Examiner (logged (3) The number of method specific recommendation from a supervising IE.
and verified on the Ground evaluation jumps required for
Evaluation Verification form) each rating

142 | Instructor Examiner Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
3. The candidate must be approved and e. All three ground sessions must be

IE-1
appointed by the USPA Board of scored as satisfactory by the INTRODUCTION AND
Directors supervising IE or course evaluator.
ORIENTATION
F. WHAT IS REQUIRED TO PASS f. In the event of an unsatisfactory
THIS COURSE? score, the candidate will be provided
with one more chance to conduct a
Note: Review the Coach Rating syllabus satisfactory training session. a. Assist in one Instructor Examiner
Section Four within the Instructional Rating Rating Course in the appropriate
g. If the second score is unsatisfactory, discipline, under the direct
Manual, regarding Basics of Instruction. the candidate must retake the
Each IE Candidate is expected to arrive at supervision of the supervising IE
entire Instructor Examiner Rating and obtain the endorsement of the
this course with a thorough understanding Course at a later date.
of this material, and no need for a review supervising IE
or retraining in the Basics of Instruction. 5. Skill Analysis b. Meet the annual renewal
Course candidates are expected to adhere a. Each candidate will review video requirements for the appropriate
to those principals during the evaluation method specific instructor rating,
footage of actual evaluation jumps
process and during actual rating course example; AFF Instructor rating
and score the freefall performance.
evaluations and while training students.
renewal is required for the AFF
b. The video footage will be method
1. Candidates for the USPA IE Rating must Instructor Examiner Rating.
specific for each Coach Examiner
conduct several training sessions in c. Submit the rating renewal
or IE ratings being sought by the
order to be evaluated in the following application with the required
course candidate.
areas: signatures and renewal fees to
c. In the event of an unsatisfactory
a. Understands the course material USPA Headquarters.
score, the IE candidate will have one
b. Conducts effective presentations opportunity to score another video 2. For AFF Instructor Examiners, attended
performance during the course. the biennial AFF Standardization
c. Effectively and objectively evaluates
Meeting
instructor candidate air skills using d. If the second score is unsatisfactory,
video or DVD footage of actual the candidate must retake the 3. An IE may not verify his or her own
evaluation jumps entire Instructor Examiner Rating rating renewals
d. Use of available training aids Course at a later date.

e. Understands and facilitates the G. KEEPING A USPA INSTRUCTOR


learning process to take place EXAMINER RATING CURRENT
during the training sessions 1. Instructor Examiners may annually
f. Ability to keep the training sessions renew their ratings with their USPA
specific, dynamic and positive membership by paying the annual
rating renewal fee, and providing
g. Demonstrates the ability to resolve
documentation of the following
conflicts and serve as a mediator to
requirements:
create the best possible resolution
during contrived disputes using a. For those IEs wishing to conduct
course candidates in role playing courses, within the previous 24
exercises. months, conducted at least one
Instructor Rating Course in each
2. The candidate must demonstrate
discipline for which the IE is
satisfactory presentation and
qualified to conduct courses
leadership ability during each of the
practical sessions b. Meets the annual renewal
requirements for the appropriate
3. Score 100 percent on the written exam,
instructor rating
which must be completed prior to the
course c. Acquired the signature of another
current IE or member of the Board
4. The candidate must conduct three
of Directors on the renewal
satisfactory ground training sessions
application to verify that the
during the course
renewal requirements were met
a. The first training session must be
2. An IE may not verify his or her own
a non-skydiving related topic.
rating renewals
b. The second and third training
3. For AFF Instructor Examiners, attended
sessions must be from a discipline
the AFF Standardization Meeting within
for which the candidate is attending
the previous 24 months.
the course to become a Coach or
Instructor Examiner. H. RENEWING AN EXPIRED
c. If the candidate is attending the INSTRUCTOR EXAMINER
course for more than one discipline, RATING
there must be two method specific
training sessions completed for 1. An IE who has not conducted at least
each discipline being sought. one Instructor Examiner Rating Course
in the appropriate discipline in the past
d. One of the two required method- 24 months must complete the following
specific training session must requirements to renew the Instructor
include motor skills. Examiner rating:

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Instructor Examiner Rating Course | 143
IE-2 USPA HIERARCHY
2. USPA Hierarchy

Coach

Accelerated Freefall I IAD I Static-Line I Tandem I

Evaluator

IE Rating Course

Accelerated Freefall IE IAD IE Static-Line IE Tandem IE Coach Examiner

A. USPA RATING STRUCTURE b. Instructor Examiners from among other elected board

1. USPA rating hierarchy (1) USPA Instructors may qualify members and non-voting advisors
as Instructor Examiners for
a. USPA Coach b. studies program and policy
method specific instructional
(1) Includes basic instructional rating courses proposals as assigned by the
methods that apply to all other
(2) In some cases, IEs require president
ratings
additional qualifications
(2) Provides a solid foundation of described in the Introduction c. recommends additions, changes,
skills and knowledge in order to and Orientation section of each deletions, and waivers to policies
prepare for the USPA Instructor instructional rating course
rating for full board vote
outline.
b. USPA Instructor C. USPA HEADQUARTERS STAFF
(3) IEs may appoint other qualified
(1) USPA Accelerated Freefall (AFF) USPA Instructors or IEs as
1. The USPA Executive Committee hires
(2) Instructor-Assisted evaluators to assist in their
Deployment (IAD) courses. an Executive Director, an employee
who reports to the president.
(3) Static Line B. ELECTED OFFICIALS
(4) Tandem 1. The USPA Board is comprised of 23 2. The Executive Director hires the
c. USPA Coach Examiner and members: headquarters staff, including the staff
Instructor Examiner a. 14 regional directors Director of Safety & Training, who—
(1) Coach b. Eight national directors (directors-
a. reports to the Executive Director
(2) AFF at-large)
(3) IAD c. A representative appointed by the b. coordinates and administers safety
National Aeronautical Association & training programs, including the
(4) Static Line
and who has full voting privileges
(5) Tandem license, instructional rating, and
2. The board elects the officers from PRO rating programs
2. Appointments among its members.
a. The Regional Director, a member of 3. The board operates via a committee c. oversees the maintenance of the
the elected USPA Board of system, which includes the USPA USPA instructional program
Directors, appoints Safety &
Safety & Training Committee. documents
Training Advisors as liaisons
between USPA members, drop zone a. headed by the S&T Chair
management, USPA Headquarters, (appointed by the USPA President), d. coordinates mass communications
and the USPA Regional Director. who appoints committee members to USPA instructional rating holders

144 | Instructor Examiner Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
3. Conducting Presentations
CONDUCTING
PRESENTATIONS IE-3
A. ADULT EDUCATION PRINCIPLES (2) "I am cleaning the house
d. Self-initiated learning involving the
because my wife told me to."
1. Adults are normally physically and whole person-feeling as well as talent
mentally mature, and should be b. Extrinsic motivation is not as or intellect—is the most pervasive and
treated as such effective as intrinsic motivation lasting type of learning
2. Adults tend to be more problem- D. BARRIERS TO LEARNING
centered than information-centered 15 BENEFITS OF ACTIVE LEARNING
1. There are essentially four broad
3. Adults are responsible for their own categories that make up barriers to 1. Reinforces course content
learning learning
2. Develops team building skills
4. Adults are practical individuals who a. Behavior, attitude and aptitude
wish to apply the theory and 3. Enhances candidate self-esteem
knowledge learned to their current b. Skills, knowledge and
situation. understanding 4. Promotes participative learning

5. The audience is extremely varied in c. Intellectual capacity 5. Energizes and invigorates the
terms of experience and education d. Environment candidates
6. Adults usually have specific goals 2. Use a small group workshop to 6. Strengthens learner bonds
when signing up for a course expand upon each of the four 7. Offers variety that accommodates
7. Adults may have not been in a categories that make up the barriers
diverse candidate learning styles
classroom environment in a long time to learning
and should be made to feel at ease 8. Allows for practical application of
E. ACTIVE LEARNING
8. Adults tend to link their new course content
knowledge with their past and 1. Active learning is based in the
premise that adults tend to learn best 9. Enhances communications with
present experiences
when they are actively involved in the diverse students
B. MOTIVATION FOR LEARNING learning process 10. Offers an enjoyable and exciting
1. Adults must be motivated to learn 2. There are four basic assumptions learning environment
2. You cannot motivate adults, they related to active learning
11. Helps improve student retention
must be self-motivated a. Significant learning takes place and motivation
3. It is the educator’s responsibility to when the subject matter is
discover the type of motivation that is perceived by the student as 12. Allows for creative problem
driving the candidate relevant to his purpose solving
4. People want to learn for their own b. Much significant learning is 13. Promotes the concept of discovery
reasons, so the course information acquired through doing learning
must be relevant and applicable c. Learning is facilitated by the 14. Provides an avenue for candidate
5. Create an environment in which the candidate’s responsible recognition and reward
candidates are self-motivated and participation in the learning
help them see how they will benefit process 15. Promotes fun, fun, fun
from the information
C. INTRINSIC VERSUS EXTRINSIC
MOTIVATION
1. Intrinsic motivation comes from
within
a. Intrinsic motivation is more
effective than extrinsic motivation
b. Intrinsic motivation occurs when
people are internally motivated to
do something because it either
brings them pleasure, they think it
is important, or they feel that what
they are learning is significant
2. Extrinsic Motivation
a. Extrinsic motivation comes into
play when a person is compelled
to do something from external
sources
(1) "I am getting a rating so I can
get paid to jump."

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Instructor Examiner Rating Course | 145
G. EXPERIENCE AND LEARNING d. Ask each candidate to write down

IE-3 CONDUCTING the most salient key points for


1. The greater the involvement, the them, then share with the group
PRESENTATIONS higher the retention level
e. Ask each candidate to formulate a
2. Involving a candidate in an activity question based on the contents of
will help them retain the underlying the module
F. USING SENSES concept for a much longer period of
time than if the candidate had simply f. Distribute a written summary with
1. We learn by using all of our senses, heard an explanation a few “fill in the blanks”
sight, hearing, touch, taste and smell g. Use a creative reviewing strategy
3. Candidates should participate actively
2. Sight accounts for a large part of the with their students by proposing
learning process situations in which they will be
3. From the chart below, visual material involved verbally, in written form, and
is obviously a large part of the physically.
learning process at 75% H. REPETITION
4. Hearing, touch, taste and smell 1. Retention can be increased with
comprise the remaining 25% frequent repetition and review of the
5. Involving all of the senses will subject material
improve the learning process 2. Without repetition, up to 90% of the
material can be forgotten in just 30 days
3% Smell
3% Taste 3. If six review sessions are conducted in 30 days 6X More than 90%
6% Touch a 30 day period, retention increases to
30 days 1X Less than 10%
more than 90%
4. Regular reviews and recaps during each
training segment, focusing on the key
concepts, will improve the retention
13% Hear rate Below are some sample reviewers: 6 sessions

a. Summarize key points verbally


75% Sight b. Summarize key points by writing
1 session
them on a flip chart
c. Have the group come up with the TIME
key points

Learning Through Senses

YOU REMEMBER YOU ARE ABLE TO

10% OF WHAT YOU Read Define


READ
Hear List
PASSIVE LEARNING

20% HEAR
OF WHAT YOU

View Images Describe/Explain

30% SEEOF WHAT YOU

Watch Videos Demonstrate

Exhibitions Apply
50% SEE AND HEAR
OF WHAT YOU

Watch a Demonstration Practice

Participate in Hands-On Workshops Analyze


70% SAY AND WRITE
ACTIVE LEARNING

OF WHAT YOU

Design Collaborative Lessons Define

Simulation of a Real Experience Create


90% OF
DO
WHAT YOU

Involvement in a Real Activity Evaluate

146 | Instructor Examiner Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
4. Presentation Methods
PRESENTATION
METHODS IE-4
A. LECTURE d. All candidates receive the same
a. Requires a skillful IE or detailed
information
The lecture (also called presentation) is lesson plan to cover all the
undoubtedly the most controversial 2. Disadvantages possibilities
teaching method. Some experts in the field a. Can be ineffective if the author b. Useful for certain abstract subjects
even suggest that this method be avoided lacks writing skills (role of the IE) but not for others
altogether. This extreme point of view is b. Concentration of the reader may (motor skills)
based on a misunderstanding of the be limited c. Requires a great deal of relevant
purpose of the lecture. It has no value as an c. Information updates can be knowledge or related experience
application method, but it can be effective expensive on the part of the participants
as a presentation or feedback method.
d. Many candidates do not complete d. May not work in a group whose
1. Advantages their reading assignments members are not used to speaking
a. Quick and easy to prepare in public
e. Readings must be accompanied
b. It can be implemented quickly with other training aids to be e. Some participants end up not
effective wanting to speak or put them on
2. Disadvantages the defensive if the discussion is
f. Many people are poor readers,
a. Ineffective method for learning if not skillfully directed
requiring written literature to be
used alone written as simply as possible 3. Suggestions
b. Often overused or improperly used 3. Suggestions a. The outcomes discussed must be
c. Frequently boring clearly understood by everyone
a. The readings should deal with the
d. Requires good communication skills topics that the candidates need to b. Write down precise questions to
know be asked to initiate or refocus the
e. Lacks involvement of the group discussion
b. Explain the goal and justify the
3. Suggestions importance of the reading c. Write down the type of answers
a. Use teaching points to establish a assignment the group should normally provide
clear structure for the presentation c. Limit the reading to 20 minutes d. Set or limit the discussion
b. Add audio-visual aids to supplement before interspersing it with a
break or exercise e. Tailor the questions to the
the lecture experience level of the group
c. Write the key points down on a dry C. STRUCTURED DISCUSSION
erase board to highlight a given
D. DEMONSTRATION
A discussion is structured when the
concept As previously stated “a picture is worth a
Examiner plays a predominant role in it
d. Incorporate questions, examples, by guiding the group through a series of 1000 words,” then a demonstration is worth
statistics, and comparisons to make prepared questions until everyone comes at least that, plus more. I cannot count how
it more dynamic to a specific conclusion. Although the many times I have heard coaches or
teaching points are generally provided by instructors attempt to verbally describe an
e. Regularly introduce brief reviews or
short recaps to improve retention the group, the trainer is the one who action or body position rather than just
“draws them out,” so to speak, by “demonstrate it.” With today's positive
f. Limit the lecture to 20 minutes or psychology and imagery, demonstrate only
less skillfully managing the questions,
answers and comments. the correct techniques. If showing an
g. Follow the lecture with an example on video tape or DVD, show only
application exercise dealing with 1. Advantages
the correct or model performances.
the same subject a. Leads to a high degree of
participation 1. Advantages
B. READINGS a. More effective than words
b. Easy to provide and receive feedback
A large part of what we can learn b. Can be shown in stages or held for
comes from reading. This can be done c. Adaptable to individual differences
longer periods of time allowing the
before, during, or after a presentation. If d. Can be prepared relatively quickly group to take it in
done during the presentation, ensure e. Little equipment is necessary c. Creates activity in the training area
that the person called upon can actually
f. Excellent with small groups as well as changes the pace of the
read the material. presentation
g. Encourages normally quiet
1. Advantages 2. Disadvantages
individuals to participate in the
a. Economical discussion a. It may require facilities and
b. Reduces the time required for h. Topics that are controversial or that equipment
group sessions lend themselves to subjective b. You may need to rearrange the
c. Provides a permanent reference opinions can be dealt with effectively classroom setting so everyone can
for future referral 2. Disadvantages see

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Instructor Examiner Rating Course | 147
d. Have lists of answers generated on G. TUTORIALS

IE-4 PRESENTATION handouts that can be passed out to


the group following the assignment May be used when there is a candidate
METHODS or small group of candidates who may
e. Apply necessary time management need extra work on a particular subject
when recapping the groups work
or skill. The tutorial allows more
c. A demonstration should never be F. CASE STUDY personal time to be spent with the
relied on alone, follow up with individuals as well as alters the pace and
A detailed description of an event or
practice by the group strategy of teaching.
series of events which candidates must
d. Requires a perfect demonstration analyze on the basis of which they are to 1. Advantages
of the specific skill to the group make decisions. The situations described a. Use to teach skills in a face to face
3. Suggestions must be as realistic as possible and should individual situation
include all the relevant details. Participants
a. Organize the activity so that b. Can be used following lecture to
must generally provide a diagnosis of the provide intended assessments and
everyone is able to participate
situation and prescribe a “treatment” or supplementary information to be
b. Have the group act it out with you solution. Although many cases are fairly discussed
as you demonstrate detailed, it is also possible to use mini-
cases in which a situation is described in a 2. Disadvantages
c. Rehearse the skill ahead of time in
the mirror or for another trainer few sentences or paragraphs. a. Group size should be limited to
anywhere from one to three
d. If using an assistant, brief them 1. Advantages
well ahead of time b. Learners often regard these as too
a. Encourages candidate participation
demanding
e. Apply “whole-part-whole” b. Usually highly rated by participants
3. Suggestions
f. Arrange the classroom ahead of time c. Flexible and can be adapted to
to be suitable for demonstrations a. Plan and prepare
many situations
E. BRAINSTORMING b. Ensure intention for tutorial is
d. Can be used with groups of any size
known to all before starting
A small group activity where the e. Effective in problem solving
c. Keep the group size small
candidates are given a subject or task in situations
which they have some background d. Decide on several different
2. Disadvantages
experience in which they are list all of the approaches to presenting and
ideas or thoughts that they think are a. Difficult to describe a completely applying the information
relevant. The group would then report plausible and realistic situation
back to the class of there findings. The b. Requires an experienced leader
first step is to give the imagination free who knows how to answer the
rein. No constraints are imposed on participant’s questions properly
participants and they should provide as and take their actions into account
many ideas as possible, without analyzing c. There is rarely one correct answer,
them or evaluating them. The second step which can lead to a candidate
is to evaluate and discuss those ideas. feeling frustrated at the end of the
case study
1. Advantages
3. Suggestions
a. Encourages candidate participation
a. Have experienced people read the
b. Usually highly rated by participants
case study who will be able to
c. Flexible and adaptable assess the realism and plausibility
d. Can be used for groups of virtually b. Base the case on facts rather than
any size opinions
e. Excellent for team building c. Define the case on a basis of
2. Disadvantages information that might be based
from real life situations
a. Requires a good recap with the full
attention of the candidate d. Make the situation seem realistic by
describing the main characters
b. Time management (attitude, qualifications, experiences,
c. Be prepared to fill in any gaps left and history) and including statements
by the group made by some of the characters
3. Suggestions e. Draw up a list of acceptable solutions
and explain why they are acceptable
a. Have the questions, with clear
parameters, ready ahead of time f. Draw up a list of unacceptable
solutions and explain why they are
b. Provide clear instructions of what unacceptable
you want the candidates to achieve
g. Provide clear instructions on what
c. Have the groups appoint a reporter you want the candidates to achieve
and a recorder

148 | Instructor Examiner Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
5. Application Methods
APPLICATION
METHODS IE-5
A. SMALL GROUP WORKSHOPS c. Used with groups of any size
D. APPLICATION WORKSHOP
Divide the participants into small groups d. Effective in problem solving
Application methods are used to
for a short period of time. Each group has situations
complement the presentation methods by
specified, defined outcomes, a leader and providing participants with opportunities to
a recorder (secretary) who takes notes. All 2. Disadvantages
apply the newly acquired knowledge. The
the group members must participate. The a. Difficult to describe a completely application is a method in which participants
group leader or secretary then reports to plausible and realistic situation work on a skill until they demonstrate that
an assembly of all the other small groups. they have mastered it or fully understand it.
b. Requires an experienced person to
1. Small group workshops serve several know how to answer candidate’s This method may be used for psychomotor
useful functions skills, mental processes, or for various kinds
questions properly and take their
a. Helps divide work among several reactions into account of cognitive skills.
different groups of people
C. ROLE PLAYING
b. Develops ideas that might have been 1. Advantages
missed without any group input A small group activity in which the
a. Reproduces the tasks to be
c. Helps course candidates bond with candidates must act out a scenario. This completed by the candidate
each other exercise is used for practice teaching
b. Motivates the candidates because
(role play being a student), debriefing, they can see the usefulness in the
d. Fosters friendly competition
between different groups skydiving aerial evaluations, conflict skill being taught
resolution, etc. The candidates playing
2. The groups can each work on the same c. The candidates “do” rather than
out the role must keep it realistic and do “listen”
project or each group can be assigned
different tasks their best to be sincere. A lot of people
d. Generally quick and easy to prepare
find it difficult to role play to their peers.
3. How To Apply A Workshop e. Allows immediate practice for
1. Advantages candidates
a. Divide the class into groups of two
to four candidates a. Encourages trainee participation 2. Disadvantages
b. Assign each group a different task b. Flexible and can be adopted to a. May require facilities and equipment
or discussion topic many situations
b. May not always be feasible with a
c. Assign a group leader, and a c. Used with groups of any size large group
secretary to take notes
d. Effective in problem solving c. Candidates need feedback to be
d. The group leader or secretary situations able to benefit from their practice
then reports the outcome of the
2. Disadvantages d. It may take a great deal of time and
workshop to the other groups
require planned “choreography.”
4. Practice Application a. Difficult to describe a completely
plausible and realistic situation 3. Suggestions
a. The IE candidates will use a small
b. Considerable research is sometimes a. Formulate aims and outcomes
group workshop as a practical
exercise required to make the cases b. Organize the learning activity so
sufficiently complete and realistic that everyone is able to participate
b. Each group should be assigned a
task for this exercise. c. Some candidates may find the c. Carefully plan the various aspects
acting out of a role awkward of the practical exercise
c. Allow each group 15 minutes to
collaborate for the assigned task 3. Suggestions d. Make the exercise as realistic as
possible
B. DEBATE DISCUSSION a. Clearly define the parameters in
e. Allow participants sufficient time to
Debate discussion of a controversial issue which the role is acted out
improve their performance during
by participants who defend the reason for b. Define the role based on real life the practical exercise
and against the attempt to gain the better of situations f. Provide specific, positive but
their opponents. constructive feedback to everyone
c. Focus on the process that is to be
1. Advantages practiced rather than being overly g. Provide a diagram or description
a. Encourages candidate participation creative or complex of the practical exercise in full
b. Flexible and can be adopted to d. Provide clear instructions on what h. Provide some flexibility with time
many situations you want the candidates to achieve allotments

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Instructor Examiner Rating Course | 149
IE-6 FEEDBACK METHODS
6. Feedback Methods
2. Suggestions
A. QUESTION AND ANSWER
a. Carefully design the questions and
A question-and-answer session during answers
which the Examiner asks questions
b. Multiple choice is excellent for
prepared in advance as a method of
standardization and quick, objective
covering a particular subject. This may
scoring
also be approached from the opposite
direction. In this case, one group of c. Test “need to knows” only
candidates formulates questions and the d. Practical tests are used for “show
Examiner provides the answers or me”
assigns them to other groups so that e. Written and oral tests are used for
they provide the answers. theoretical knowledge
1. Advantages f. Assign the group to design
a. Tests knowledge and review of past questions for the recaps or closures
learning C. CONDUCTING RECAPS
b. Stimulates interest and directs Recaps are necessary following any
attention to important points
workshop, group, or brainstorming
c. Leads candidates to express activity to check the detail and quality of
thoughts the findings. Recaps are usually
d. Prompts candidates to come facilitated by the Examiner with input
prepared coming from reporters in the groups.
e. Helps maintain candidate 1. Advantages
attentiveness during lectures a. Reviews and reinforces key points
2. Disadvantages b. Works well after small group,
a. May be time consuming brainstorming or topic closures
b. Can embarrass some candidates c. Assists IE to achieve “optimal
learning”
c. May stress unnecessary details
2. Disadvantages
d. May become superficial
a. Time management
3. Suggestions
b. Must apply proper question
a. Write questions out in advance handling techniques
b. Check for clarity and support of 3. Suggestions
session aim
a. List points on a white board or flip
c. Encourage candidate questions chart
d. Guide candidates to find answers b. Avoid commenting on points during
e. Use proper question handling the report out
techniques c. Check for gaps
B. QUESTIONNAIRE, QUIZ, TEST d. Ask other groups to comment
The candidates are asked questions or are e. Fill in the gaps after all groups
given assignments to improve retention or have had the chance to comment
evaluate what was learned. f. Ask specific questions of add
1. Advantages comments at this time
a. It is economical g. Have candidates write down
summary questions they can ask
b. Saves time other candidates later
c. Reduces the time required for h. Distribute a written summary
group sessions when used with
reading assignments and tasked i. Trust your candidates to find
prior to the start of the course similar conclusions

d. Can be used to break up the pace j. Be patient during the recap


of the class k. Design questions to create deeper
e. Holds everyone accountable to thinking of topics
ensure learning

150 | Instructor Examiner Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
7. Training Aids
TRAINING AIDS
IE-7
A. GENERAL ADVANTAGES OR k. Arrive early to set up any equipment i. Avoid darkening the entire room,
LIMITATIONS OF TRAINING AIDS l. If you use a pointer or similar only turn off the lights directly
1. Benefits object, avoid excessive handling above the screen

a. Holds the audience attention m. Pause when writing, then turn to 7. Video
the group to speak a. The size of the screen is determined
b. Encourages retention
n. Maintain clutter-free visual as follows; allow one inch of screen
c. Facilitates learning presentations per candidate
d. Involves more senses o. Breath, relax and pace your b. Ensure the picture is clear and the
e. Varies teaching method presentation, a pause is OK volume is loud enough so that
everyone can see and hear well
f. Focuses attention on important 5. Dry erase boards and paper blocks
points c. Identify the points to watch before
a. Write down only the main points
starting the video
g. Adds meaning and clarification “need to knows”
d. Use pause where appropriate to
h. Enables candidates to easily take b. Writing must be large and legible
highlight a key point
notes c. Use the top and center of the
e. Interact with the audience, guide
i. Captures the attention of visually white board or flip chart, avoid
them to the key points
oriented people using the bottom section unless
the entire audience can see it f. Interject only on the “need to
j. Encourages the use of imagination knows”
d. Leave sufficient space between
k. Review the material covered the words and letters
l. Serves as a memory aid for the IE e. Look from the board to the group
2. Limitations and vice versa, avoid placing your
back to the group for too long
a. Requires time and work to prepare
f. Use a flip chart for groups of two
b. Can be of poor quality to twenty, larger groups may not
c. May become entertainment be able to see the chart
d. Sometimes requires expensive g. Use flip charts for small group
equipment activities where the group leader
can present the information back
e. Needs the correct environment to the rest of the class
3. Suggestions h. When erasing dry erase boards,
a. Keep the session to aim use an up and down motion rather
than side to side
b. Build a file or library of aids
6. Power Point, Transparencies (OHP),
c. Become familiar with a variety of
Slides
aids
a. Use aids only at the appropriate
4. General rules
time, turn off the screen or
a. Spelling, grammar and language projector when not in use
must all be impeccable
b. Cover up parts that are not
b. Use different colors where possible essential to the discussion
c. Ensure diagrams, charts, tables and c. Keep information on each slide to a
pictures are clear and organized minimum, no more than six words
d. Eliminate outside distractions per line, or six lines per screen

e. Avoid turning your back to the d. Project transparencies long enough


group for too long for the candidates to take notes

f. Only use several aids in a single e. Use only five or six transparencies
session per each 30 minute session

g. Track the time for each presentation f. Ensure the equipment works and
with a watch or stopwatch is in focus

h. Avoid redundant information g. Use the “six foot law” and step
within different presentations back at least six feet from your
transparency to make sure you
i. Ensure everyone can clearly see can still read it from that distance
the information
h. Use sufficiently large characters of
j. Use proper positioning to avoid at least ¾ inches tall
blocking the view of any candidate

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Instructor Examiner Rating Course | 151
IE-8
METHODS OF
EVALUATION FOR
GROUND AND AIR
SKILLS 8. Methods of Evaluation for Ground and Air Skills
summary statements against criteria the candidate regarding the lesson
A. THE EVALUATION PROCESS to obtain performance ratings. before it begins?
1. Each instructional rating includes 6. Summative evaluations should be used
evaluation of air and ground skills as 3. Preparation for the post-lesson
during the mid-point of a course and at evaluation session 
part of the rating certification process
the end of a course.
a. Each Coach is evaluated on basic a. The evaluator should take an
7. Both summative and formative
ground training skills and air anecdotal record of what the
evaluation skills necessary for evaluations should be presented to
the candidate in private, if possible. candidate/instructor said and did
coaching jumps
during the lesson.
b. Each USPA Instructor is evaluated C. EVALUATION BRIEFING
on ground training and air skills b. Label the candidate/instructor’s
1. Prior to each classroom evaluation
necessary for a method-specific session, the evaluator will conduct a actions on the script.
USPA Instructor rating Pre-Evaluation Briefing with the (1) Do they fit the definition
c. Each IE is evaluated on the skills candidate for all subjects of the
necessary to lead a coach or evaluation process, to include: (2) Do they contain the critical
instructor rating course and evaluate attributes?
a. A brief review of the evaluation
candidate air and ground skills
procedures 4. Post-lesson evaluation sequence
2. Use of correct evaluation methods is
critical for each coach, instructor and IE b. Comprehensive detailed explanation a. Examiner displays or does the
of the scoring criteria following during the lesson
3. Poor evaluation skills will lead to
inconsistent and unfair scores for c. The level of performance expected presentation:
students or candidates. 2. A pre-lesson evaluation briefing (1) Feeling line (honest statement of
4. Objective evaluations will provide a between the evaluator and candidate feeling about the observation,
clear explanation of the expected to determine the following for each which should be used with
outcome and the requirements to candidate acting as instructor during
caution because it can be
meet those goals. an evaluation: 
subjective in nature.)
5. Subjective evaluation leads to confusion, a. What do you want the students in
and may lack any supportive evidence the class to know? (This determines (2) Introduction of the process
for the student or candidate scores. your main teaching points). (3) Examples of specific statements
B. FORMATIVE AND SUMMATIVE b. How will you and I (the evaluator) used during the feedback format
EVALUATION know when the students have
learned it? (4) Discusses any concerns or
1. Each candidate evaluation must be questions about the teaching
fair and accurate. c. What should the examiner/evaluator
concept
look for during the lesson?
2. Using both the Formative and
(1) Training aids used (5) Can explain rationale for the
Summative evaluation process will
provide the most useful input to the use of instructional techniques
(2) Presentation methods selected
candidate. required
(3) Rules for handling questions
3. Formative evaluations are used as (6) Can answer questions raised by
ongoing input to a candidate during a d. Clarification and definition of the the candidate/instructor as a
training session. critical attributes of each part of
result of teaching skills/concepts
the lesson structure used by the
4. Formative evaluation can be used for
candidate/instructor i.e.; guided (7) Gives examples the candidate
helpful suggestions to the candidate,
rather than being judgmental. practice would have added/deleted or
e. Are there any special requests or would have labeled differently
a. Allows the IE or evaluator to point
out the positive points of the logistical concerns on the part of (i.e. closure)
evaluation and improve just the
parts that need correcting.
b. Provides immediate feedback Formative Assessment Summative Assessment
throughout the candidate evaluation.
c. Used to validate or ensure that the
goals of the instruction are being Given frequently Activites Usually given at
the end of Module Quizzes
achieved and to improve the to evaulate Homework
instruction, if necessary, by means progress. instruction to Exams
Discussion assess mastery Presentations
of identification and subsequent
remediation of problematic aspects. Requires feeback Reflection of learning Final Project
to be effective. Practice Quizzes objectives
5. Summative evaluation should be used
to identify larger patterns and trends
in performance and judging these

152 | Instructor Examiner Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
9. Facilitation Methods
FACILITATION
METHODS IE-9
A. EFFECTIVE COURSE i. Consider the wider issues of the (3) Divide up the introductions
FACILITATION student such as access, pace of over different parts of the day
learning, location, etc. rather than all at once
1. Adults like to be actively involved in
the learning process j. Much of this information can be 3. My Favorite
collected before the start of the
2. The examiner should create a course by using a pre-course a. Time required is approximately
stimulating and non-threatening questionnaire 10-20 minutes
learning environment
C. OPENING THE COURSE b. Materials required are a handout
3. Strong facilitation assets include: sheet and pens
1. Ice Breakers
a. Having a thorough knowledge of c. Participants should fill in the blanks
the subject matter a. Ice breakers help course participants to the following statements:
become familiar with each other and
b. Knowing how to capture the group’s work well as team building exercises (1) My favorite color is
attention
b. They can be used at any time during (2) My favorite type of music is
c. Knowing how to make students feel the session, however they are usually (3) My favorite month is
at ease used at the beginning of the course,
or when new groups are formed (4) My favorite dessert is
d. Providing clear expectations
c. Their primary purpose is to create a (5) My favorite sports team is
4. The examiner must be familiar with
the adult learning needs and adult warm, relaxed environment so the (6) My favorite make of car is
motivation covered in Section 3 of participants can become familiar
(7) My favorite type of movie is
this course with each other
d. Next to each statement, find one
B. PRIOR TO THE COURSE 2. Introduce Your Neighbor
other person in the room who lists
1. Knowledge a. Time required is approximately 10 the same answer
minutes
a. The Examiner must have a thorough e. Put that person’s name next to the
knowledge of the course material b. Materials required are a pen and line and ask them to tell you
and subject matter piece of paper something unique about themselves
b. Much of that knowledge and c. Explain to the participants that f. Make a note of the answers, and
experience comes from assisting they are to briefly introduce their each participant reports out to the
in courses and working beside neighbor class
experienced IEs d. The participants group into pairs 4. False Colors
c. Work from a standardized and conduct reciprocal interviews
a. Time required is 10-15 minutes
curriculum to help ensure e. Each participant answers the
consistency with other courses b. Materials needed are 3 x 5 index
following questions:
and examiners cards in four different colors
(1) What is your name?
d. Determine the main teaching c. Group size should be four to seven
points of each lesson and develop (2) Where are you from? participants per group
a thorough lesson plan (3) How long have you been in the d. Part one
2. Start From The Learner’s Prospective sport?
(1) On four different colored
a. When working with adults it is (4) How many jumps do you have? individual index cards, list four
important to be flexible and adjust (5) Do you hold any ratings? statements about yourself, one
your training methods and style to on each card
(6) Have you ever coached/
suit the group (2) Three statements should be
instructed in any other sport?
b. Use the learner’s experience as the true, one should be false
(7) What do you expect from the
basis of learning outcomes (3) Example: “I own four German
course?
c. Do not assume a prior level of Shepherds” or “I have traveled
f. After the interviews, each participant to 12 countries since 1990.”
experience or competence
briefly introduces his neighbor (one
d. Consult with the student so they minute) e. Part two
feel part of the learning experience (1) Each participant reads his
g. Write each participants expectations
e. Identify potential barriers to learning on a white board or flip chart for statements out loud
by asking what they find difficult reference during the course (2) The group members write down
f. Identify preferred styles of teaching h. This exercise can be varied in a the color of the suspected false
number of ways: statement
g. Alter sessions to meet the needs of
the students (1) Change the questions (3) In round-robin fashion, each –
participant tells which color he
h. Change your own role from that of (2) Instead of asking to interview selected and explains why he
examiner to one of assistant the closest person, use someone thinks that particular statement
across the room was false

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Instructor Examiner Rating Course | 153
form of acknowledging what was a. Nonverbal communication

IE-9 FACILITATION stated represents 80% of any


communication
METHODS c. Non-verbally
b. Movement of the head, eyes, facial
(1) Use body language or gestures
expressions, upper body and
to communicate a message
posture can all reflect mood,
(4) After hearing all the input, the (2) Head or hand movements emotions and sincerity
individual then reveals the “false”
(3) This works well when you do F. DURING THE COURSE
color (the card containing the
not want to interrupt a person
false statement) 1. Capture the group’s attention
who is speaking
D. CLEAR EXPECTATIONS (4) Posture, physical appearance and a. Use of colors, visuals and the
1. Prior to getting to the content of the facial expressions are other forms 90:20:8 rule as mentioned earlier
course, take the time to discuss the of non-verbal communication in this syllabus will all help to keep
course content, schedule and the group’s interest during a
d. Extra verbally presentation
evaluation plan
(1) Convey your opinion through b. Change the pace
2. This sets the tone for the course and sounds
ensures the candidates understand (1) Vary your teaching methods
what is expected of them (2) “Uh-huh,” “Ah-ha!” etc. are
examples of extra verbal (2) Allow for sufficient breaks
3. Ask the candidates to list their communication (3) Involve the group
expectations for evaluations and the
behavior rules for the remainder of (3) This also works well when you (4) Establish personal contact with
the course do not want to interrupt the the course candidates
person who is speaking
4. The IE should repeat this process at (5) Involve the group in physical
the beginning of each program, topic 6. Visual Contact tasks
introduction, learning day, and any a. Maintaining visual contact with (6) Use handouts or transparencies
exercises tasked to the participants the group allows the examiner to with blanks that need to be
read the groups needs, feelings, filled out by the candidate
E. PERSONAL MANNER
actions, problems, attitudes, etc.
1. Part of dynamic teaching is being a (7) Ask open-ended questions
b. Helps the examiner detect
dynamic teacher (8) Make connections between
boredom, disagreement or interest
2. The Examiner should maintain personal subjects covered with real life
c. Look at each participant, not just a experiences
contact with everyone in the group
select few
3. Controlling voice and body language (9) Plan interesting and original
d. Maintain eye contact when review sessions
is an important ability
communicating directly with one
4. Listening participant (10) Ask the participants to write
down one or two questions
a. Examiners must have excellent 7. Voice based on the material just
listening skills presented then have the
a. Voice control is important for
b. Be as present with the candidates maintaining the interest of the group participants use small groups
as possible to come up with the answers
b. Volume is very powerful in helping
c. Listen with an open mind without to create the proper energy level 2. Creative Energizers
being judgmental for the material being taught a. Energizers can be used at any time
d. Be clear on any comments and c. Projecting at the correct volume during the learning process
reaffirm them with positive feedback ensures that everyone can hear b. Energizers help to motivate the
5. Confirmation and Correction what is being said group and help participants
d. Emphasis can be added to a point refocus
a. There are three types of confirming
or acknowledging your presence by speaking more slowly and c. Top 10 is a quick and fun creative
adding volume energizer
(1) verbally
e. Keep the pace of your speech (1) Time required is 10-15 minutes
(2) non-verbally reasonable, but avoid rushing
through the information (2) Materials needed are a sheet of
(3) extra verbally paper and a pen
b. Verbally f. Changing the pace with intention
can help to highlight key points (3) Group size should be three to
(1) use words that acknowledge seven members per team
you are listening g. Changing the tone of voice helps
to avoid becoming boring and (4) Ask each team to create a “top
(2) confirm a right answer, or that monotone ten” of any list
a correction or clarification is (5) The list should be something
necessary h. Professional delivery of material
requires the correct use of grammar that can be verified
(3) “Yes” or “Can you clarify” are and vocabulary (6) The group will score one point
two examples of verbal for each correct item on the
acknowledgment i. Be aware of using acronyms or
“jargon” and take the time to list and one point for each item
(4) Paraphrasing an entire sentence define any new terms in the correct order on the list
into just a few words is another
8. Body

154 | Instructor Examiner Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
d. Below are two “top 10” lists for use (6) Each team then begins to create

IE-9
as a creative energizer branches, then mini branches FACILITATION
that relate to the topic
METHODS
TOP 10 FRUIT CROPS IN THE WORLD (7) The “branches” should be sub-
categories of the main topic,
1. Oranges
while the “mini-branches”
2. Bananas should be information related depending on how much time
to the sub-category there is for this activity
3. Grapes
(8) Designate a specific time period (5) Participants are asked to
4. Apples such as seven to nine minutes brainstorm and identify as many
5. Watermelons ideas about how to apply a
(9) When the time is up, look at concept, or as many definitions
6. Coconuts each group’s tree of terms from a chapter, etc. as
7. Plantains (10) Have a spokesman for each possible in the allotted time
group explain the tree (6) A team spokesperson then
8. Mangoes
(11) An example of a topic might present the different ideas
9. Tangerines be “the role of a coach” generated by each team
10. Pears e. Name that term (7) Examples
(1) Time required is 12-20 minutes (i) Computers-use to
TOP 10 MOVIES OF THE '90S introduce types of software,
(2) Materials needed are colored
use terms/definitions in
1. Titanic 1997 3 x 5 index cards and different
data communications, use
color pens
2. Jurassic Park 1993 to list administrator
(3) Participants divide into groups responsibilities
3. Independence Day 1996 of three to five
(ii) Curriculum design-write 12
4. The Lion King 1994 (4) Each team is given three or verb-object combinations
5. Forrest Gump 1994 four index cards of the same that relate to student learning
color activities in the classroom
6. The Lost World: Jurassic Park 1997
(5) Each team should write their (iii) Human development-use to
7. Men In Black 1997 own definitions of specific minimize obstacle to being a
terms, concepts, skills, etc. that successful student,
8. Home Alone 1990
were taught during that resources available to
9. Ghost 1990 particular class session improve the chances of
(6) Each definition will be listed on success in school, possible
10. Terminator 2: Judgment Day 1991
a separate index card ways to motivate employees,
3. Creative Content Reviewers recruitment ideas
(7) The color-coded index cards are
a. Content reviewers may be used (iv) Psychology-identify the
then all placed in one basket
whenever the examiner wants to rewards of becoming a
reinforce or review information (8) The teams then choose different better communicator,
color cards than the ones they describe the various theories
b. The activities are beneficial to
used of psychology, use to teach
participants because they are
sharing information with others in (9) Each team earns one point for the theories of motivation
a fun and enjoyable way without each definition or answer that (v) Staff development-
realizing they are participating in a the other team is not able to classroom uses of
review session identify the correct term or technology, teaching
concept for techniques, website ideas
c. Below are two methods of reviewing,
one is called “tree branching” and 4. Creative Content Application Strategies (vi) Workforce/life skills-Use
the next is called “name that term” a. Content application strategies are in areas of personal
d. Tree branching fun and enjoyable to use. Their budgeting, use in basic
primary purpose is to help skills for motivation
(1) Tree branching is based off of
students transfer the theories and c. My relatives as teachers
mind mapping, which takes
concepts to real life, practical
advantage of the mind working (1) This activity is used to help
situations—regardless of the
in short intense “mind bursts” participants experience the
subject matter being taught.
that allow you to dump your power of course content
ideas onto paper in just a few b. Windows of wisdom application in a personalized
minutes (1) Time required is 10-20 minutes manner
(2) Time required is 12-20 minutes (2) Materials needed are a flip chart, (2) Time required is 10-20 minutes
(3) Materials needed are a flip drawing paper and colored (3) Materials needed are paper,
chart or drawing paper and markers pens, and a flip chart or drawing
colored markers or pens (3) Group size is four to seven paper
(4) Participants are divided into participants (4) Each team member makes a list
teams of three to five (4) Participants are asked to draw of the first names of one to
(5) Each team is asked to creatively a large window with anywhere three loved ones
“tree branch” a certain topic from six to 15 window pains,

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Instructor Examiner Rating Course | 155
(v) Psychology—personal

IE-9 FACILITATION
METHODS
relations and interactions,
identify the name of a
relative and with each
letter identify a type of
communication or
(5) Each name should then be interaction that would
written vertically on a piece of improve personal relations;
paper
use relatives as teachers to
(6) The team then identifies teach parts of the brain;
strategies (customer service use to list and determine
strategies, computer technology the characteristics of a
strategies, English strategies, mature person; list and
etc.) that can be used to reflect determine the
each letter in the name, using an characteristics of a leader,
action phrase counselor, parent
(7) The following is an example for
5. Links and transitions
the name “Hattie” with regards
to customer service: a. It is important to show relevance
between different topics or how a
H (ear every customer’s
specific topic relates to an actual
complaint)
task
A (sk specific questions to get to
b. Using links and transitions can
the problem fast)
show how each training session is
T (ell the customer you relevant and useful
understand their concern)
c. An example is how psychology
T (ry to demonstrate empathy relates to teaching, the teaching
as much as possible) specifics provides the detail for
skill analysis, and again psychology
I (dentify ways to solve the
comes into play once again when
problem)
we take the information from skill
E (liminate judgmental analysis to the debrief
attitudes about the
d. The examiner should apply links
customer)
and transitions at the beginning and
(8) After the allotted time, have end of each course, the beginning
the teams report their findings and end of each day, and between
(9) Examples session breaks or the start or end of
learning sections.
(i) Computers—can be used
to review terms for tests; 6. Creating a conducive learning
can also have them define environment
terms when they repeat
a. Build a team atmosphere
(ii) Human development—
b. Break down personal barriers
determine the
characteristics of a good c. Develop a supportive system for
student, teach technical learning
vocabulary, use in subject
d. Define goals clearly and
review, for use in
reinforcement, introduction specifically
to a new topic, helps e. Present information in a positive
determine qualities of good manner
communication, helps
determine the qualities of f. Present only correct techniques
healthy self-esteem g. Identify the improvements in a
(iii) Human resources—use to performance first
help in subject review, use h. Consider mistakes as an opportunity
for reinforcement, to to recognize and target areas for
introduce a new topic, teach improvement
technical vocabulary, human
relation skills, use to i. Reprogram yourself and the
determine leadership skills candidates to see the successful,
or model performances instead of
(iv) Life skills—use to identify
only the problems
factors an employer looks
for in a new employee

156 | Instructor Examiner Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
10. Psychology and Goal Setting
PSYCHOLOGY AND
GOAL SETTING IE-10
A. PSYCHOLOGY correct method and retrain using (3) things that need improvement
only the correct method
1. The coaching process can be broken (4) how to improve
down into the following activities: d. Identify the answer to the error
and focus on the correct (5) make new goals
a. Goal setting procedures necessary for the task d. Restate the goals
b. Positive presentations e. When using video or other visual (1) The student will most likely
c. Practice perfect aids select only correct examples focus on the negative parts of
for demonstration the jump
d. Skill analysis
4. Practice perfect (2) Restating the goals helps them
e. Debriefing
a. Eliminate distractions open up their minds to the rest
2. Goal setting of the tasks whether it be the
b. Clear mind exit, break-off or canopy
a. Goals can be accomplished more
easily with a specific plan c. Practice with concentration control tasks
b. Long term goals are established by d. Use correct information only, e. Things that worked
your desire for an end result focus on KISSS (1) Ask the student what went well
(1) A long-term goal might be e. Make the practice realistic, on the jump, what he did well
obtaining a license, joining a develop proper mental pictures (2) The student will naturally want
team, or earning a rating f. Concentration to focus on the negative, by
(2) Long-term goals are goals in having him state what he did
g. Relax
which you will not see well on the jump, it starts the
immediate results h. Eyes closed debrief on a positive note
(3) Progress can be measured by i. Practice perfectly makes perfect (3) This process will need to be
accomplishing a series of permanent repeated on several jumps
short-term goals 5. Skill analysis before the student typically
starts to enter the debrief on a
c. Short-term goals should be a. Skill analysis is neither positive or positive note stating what they
designed to make up the steps negative, it is simply a matter of liked about their performance
necessary to achieve the long- gathering facts then noting what they need to
term goal improve on
b. The examiner is responsible for
d. SMART Acronym with regards to determining which facts are the f. Things that need improvement
goal setting most relevant or have the largest
priority and focus on those facts (1) Ask the student what needs
(1) Specific-Make each goal improvement
specific, whether it is short or c. Recognize the positive and draw
long term them to the attention of the (2) This lets you know if the
student student is aware of his errors
(2) Measurable—If each goal is
specific it will be easy to d. Focusing on the positive will help (3) If the student overlooks a part
measure the results and gauge to repeat the good parts of a of the skydive that should have
progress performance done correctly been recalled, play through the
video again and ask him how he
(3) Achievable—Each goal must be e. Avoid pointing out the negative, felt about performing the skill
realistic for a successful which is inherent in most people to see if it jogs his memory
outcome.
6. Debriefing (4) If it does not, this is the
(4) Relevant—The short-term goals examiner’s opportunity to
must work in a logical a. The debrief is where examiners
facilitate the learning process by restate the goals of the jump
progression towards achieving and provide guidance on how
the long-term goal encouraging the student to
recognize their achievements and to improve
(5) Timely—A time frame must be what they did correctly as well as g. How to improve
established for each goal so help them realize what is needed
there is a sense of urgency. to move forward in their skill (1) Ask this question to the
development student
3. Positive presentations
b. The student must become more (2) The student should have a
a. Teach the correct technique only good idea of what he needs to
aware of their strengths and
b. Demonstrating incorrect actions weaknesses and take responsibility work on
as a precautionary measure of for their training (3) If the student cannot see the
“what not to do” only highlights answer, this is the opportunity
the incorrect way to perform a c. The debrief process contains the
following steps: for the examiner to review the
skill correct techniques and assist
c. If a mistake is made, bring the (1) restate the goals him to see what is needed
student’s attention back to the (2) things that worked

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Instructor Examiner Rating Course | 157
IE-10 PSYCHOLOGY AND
GOAL SETTING

(4) Patience and good listening


skills of the examiner will help
the student take charge of his
learning and become further
committed to his goals
h. Make new goals
(1) Ask the student what he would
like to do on the next jump
(2) If the goals and expectations of
each jump are clear, the
student should be quite
realistic about his performance
(3) If the environment has been set
that “mistakes are OK” the
student should have a realistic
assessment of what he needs
to do on the next jump, even if
it means repeating the same
jump
(4) The examiner should act as
facilitator during the debrief
(5) Asking questions and directing
the student to the right
information through self-
realization will be of greater
benefit to the student.

158 | Instructor Examiner Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
IE-11
MOTOR SKILLS
EVALUATION
METHODS
11. Motor Skills Evaluation Methods
A. SKILL ANALYSIS (1) pushing or pulling on a solid
forward movement; arms 90°-90°-
object such as an aircraft or
1. Skill analysis is the act of observing 90°, chin up, knees at shoulder
skydiver
human movement and action to width, legs fully extended.
evaluate a performance for correct (2) pushing against the air
d. The characteristics of each
and incorrect actions. (3) gravity movement must be fully understood
a. On the ground while dirt diving to e. Skydiving does not take place in a in order to provide an accurate
practice for an actual skydive perfect, frictionless environment. evaluation.
b. In freefall as a coach or instructor Air resistance (drag) is an ever- e. Forward motion in skydiving is a
evaluating student training jumps present "external force" which must good example of movement with
be taken into account. So, for several different purposes and
c. In freefall as an evaluator or IE example, even if a skydiver assumes actions required based on the
evaluating course candidates a max-track body position, there is desired type of movement.
d. In a wind tunnel as a tunnel coach a limit to how fast he can go.
(1) Forward motion to dock on a
evaluating skydivers working on 4. The seven Biomechanical Principles formation
freefall skills of skill analysis:
(2) Diving towards a formation
2. Accurate skill analysis techniques are a. Principle One: Factors that increase after exiting the airplane
essential for every coach, instructor stability
and IE: (3) Flat tracking away from the
(1) Lower the center of gravity. center of the formation at
a. For coaches and instructors break-off
evaluating student training jumps (2) A larger base of support (wider
stance) f. Even though each of the above is a
b. For IEs and course evaluators type of forward movement, each
scoring candidate ground training (3) Center of gravity at the center
of the base method is different and requires
sessions and evaluation jumps different body positions to achieve.
3. An understanding of how Newton’s (4) The greater the mass, the more
stability increases g. The evaluator must establish a plan
laws of motion apply to skydiving will based on the specific type of motion
help evaluators understand and b. Principle Two: The production of that is being evaluated.
correctly assess skydiving skills. maximum force requires the use
of all the joints that can be used. 2. Observation plan
a. Newton’s First Law: An object will
only change speed or direction c. Principle Three: The production of a. Key elements to observe: Choose a
when an external force is applied. maximum acceleration requires priority for the following three
the use of joints in order from the elements to determine the best
(1) An object at rest will remain at observation strategy to use.
rest, unless an external force is largest to the smallest.
applied. d. Principle Four: The greater the b. Choose a scanning strategy
(2) An object in motion will remain in applied force, the greater the (1) Ground sessions can be more
motion in a straight line unless increase in velocity. effectively viewed from a slight
an external force is applied. e. Principle Five: Movement occurs distance to allow for scanning
in the opposite direction of the all parts of the body.
b. Newton’s Second Law: The
relationship between an object’s applied force. (2) Close, hands-on ground training
mass m, its acceleration a, and the f. Principle Six: Angular motion is is often necessary, but can make
applied force F, is F = ma. (Force produced by the application of a it difficult to scan the entire body.
equals mass times acceleration.) force acting at some distance from (3) In the air the evaluator must
(1) If mass is constant, applying an axis, that is, by torque. often remain in place, which
greater force will result in g. Principle Seven: Angular may in some cases also limit the
greater acceleration. momentum is constant when an ability to see the entire body.
(2) The applied force only creates a athlete or object is free in the air. (4) Use of outside video during
change in acceleration, it does freefall training jumps can help
B. OBSERVATION TECHNIQUES capture the necessary angles
not necessarily maintain the
acceleration. 1. Pre-observation plan for use as an effective debrief
following the skydive.
(3) The longer a force is applied, a. Identify the purpose of the skill;
the greater the acceleration e.g. forward motion for docking, (5) Canopy control is best observed
tracking for separation from the target area using a
c. Newton’s Third Law: For every video camera to film the landing
action there is an equal and b. Break the skill into phases; e.g. exit while in front of and to one side
opposite reaction. plan; door position and set up, of the candidate for the best
launch, fly away view of the landing flare.
d. The external forces applied to
skydivers come from three sources: c. Identify the key elements of each c. Position planning
phase that need to be evaluated; e.g.
specific body mechanics necessary (1) Establish the most valuable
to achieve the desired motion for position for the planned

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Instructor Examiner Rating Course | 159
(2) The exact cause of the deficiency

IE-11
MOTOR SKILLS can then be examined and
EVALUATION corrected, rather than focusing
METHODS on elements which were
performed correctly already.
d. Practice again, training with the
observation for each stage of correct actions to strengthen the
the ground training or skydive deficient skill.
(2) Positioning will change based
on the type of training jump
and the altitude
(3) Videographers must be briefed
to understand the required
positioning and break-off
procedures
d. Decide on the number of
repetitions or the expected
maneuvers to observe
(1) May be difficult to predict for
skydiving maneuvers
(2) Exit altitude and the type of
maneuver will largely determine
the number of repetitions that
can be realistically expected
(3) Different views may be required
during the various stages of the
freefall for air skills evaluations,
depending on the maneuver
3. When observing or How to Apply
a. Use whole-part-whole strategy
(1) Review the entire performance
(2) Break the performance down to
phases of all the specific parts
such as exit, freefall, practiced
maneuvers, break-off procedure,
deployment and canopy descent
(3) Make a note of any areas that
need improvement
b. Identify the problems or
weaknesses
(1) Take note of any trends that
continue throughout the skydive.
(2) In general, the skydive should
improve overall from start to
finish.
(3) Skydivers will often self-correct
errors through repetition.
(4) If the errors are eliminated as
the skydive advances there is
no need to focus on the error
during the debrief.
(5) Try to choose two major points
of improvement to review, but
no more than five.
c. Correct the specific skill that
needs to be addressed using a
positive manner
(1) The whole-part-whole method
of evaluation allows the
evaluator to point out as many
correct aspects of a
performance as possible.

160 | Instructor Examiner Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
12. Video Analysis Workshop
VIDEO ANALYSIS
WORKSHOP IE-12
A. VIDEO EVALUATION
1. Each IE candidate will be provided
with video footage of actual
evaluation jumps.
a. DVD footage is compiled from
actual candidate evaluation jumps
b. Footage is available for all USPA
ratings
2. Each IE candidate must conduct two
satisfactory video debriefs for each
discipline sought.
a. Each evaluation jump will include
at least ten noteworthy actions
that would factor into the scoring
of the evaluation.
b. Each score must include at least
eight correction points (80%) in
order to score as a satisfactory
observation.
c. The debrief must use the proper
corrective measures for each point
of retraining noted during the
video observation.
3. Each candidate will be evaluated on
overall observation skills and use of
correct observation and debrief
methods, as well as the correct use of
objective evaluation techniques.
B. RETESTING
1. In the event of an unsatisfactory
score, each IE candidate will be
provided with a different video to use
for an additional evaluation.
2. In the case of two unsatisfactory
video evaluations, the candidate will
be required to repeat the IERC and
retest.

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Instructor Examiner Rating Course | 161
IE-13 SITUATIONAL
LEADERSHIP
13. Situational Leadership
e. Leader must find other ways to they have shown the necessary
A. LEADERSHIP STYLE effectively work with the follower commitment
1. There are many different leadership f. The leader should listen, advise 7. S4: Delegating
styles and help the follower to gain the a. Follower: R4: High competence,
a. Charismatic leadership necessary skills by coaching high commitment/able and willing
b. Participative leadership 6. S3: Supporting or motivated
c. Situational leadership a. Follower: R3: High competence, b. Leader: Low task focus, low
variable commitment/able but relationship focus
d. Transactional leadership unwilling or insecure c. The leader can now perform the
e. Transformational leadership b. Leader: Low task focus, high task and the follower can leave
f. The quiet leader relationship focus them to it
g. Servant leadership c. The follower can now perform the d. The leader will still need to keep a
task at hand but may refuse, relatively distant eye on the
2. Situational Leadership provides a
showing insufficient commitment follower to ensure the task is
useful leadership model for coaches,
performed correctly
instructors and IEs d. The leader does not need to worry
about showing the follower what e. The follower has less need for
3. Independent study of different
to do, but should instead focus on support or frequent praise,
leadership styles is encouraged
inspiring them to cooperate although occasional recognition is
B. SITUATIONAL LEADERSHIP e. The leader must listen to the
always welcome
1. Leaders must adapt their style based follower, and praise the follower f. S3 and S4 are follower led
on the development or maturity of and make them feel good when
the follower (student).
2. Four different styles are used to
HIGH
match the development of the
follower
3. The four styles suggest that the
leader should put greater or less
focus on the task in question and/or HIGH HIGH
NG

CO
the relationship between the leader
TI

SUPPORTIVE AC DIRECTIVE
OR

and the follower, depending on the AND LOW AND HIGH


HIN
PP

development level of the follower DIRECTIVE SUPPORTIVE


SU

G
SUPPORTIVE BEHAVIOR

4. S1: Directing BEHAVIOR BEHAVIOR

a. Follower: R1: Low competence, low


commitment/ unable and S3 S2
unwilling or insecure
b. Leader is high task focus/ low
relationship focus S4 S1
DIR
G
IN

c. Leader takes a high directive role,


EC
AT

TI
EG

telling the follower what to do


NG
EL

D
while providing a working LOW HIGH
structure to follow SUPPORTIVE DIRECTIVE
d. Leader must discover what AND LOW AND LOW
motivates the follower and if there DIRECTIVE SUPPORTIVE
are any limitations in ability BEHAVIOR BEHAVIOR

5. S2: Coaching
a. Follower: R2: Some competence, LOW HIGH
variable commitment/ unable but DIRECTIVE BEHAVIOR
willing or motivated
b. Leader: High task focus, high
relationship focus
c. Follower can do the task but may D4 D3 D2 D1
be overconfident in abilities HIGH MODERATE - LOW-SOME LOW
COMPETENCE HIGH COMPETENCE COMPETENCE
d. Leader “telling” the follower what HIGH COMPETENCE LOW HIGH
to do will be ineffective, and COMMITMENT VARIABLE COMMITMENT COMMITMENT
possibly demotivate the follower COMMITMENT
or lead to resistance

162 | Instructor Examiner Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
IE-14
ADMINISTRATIVE
DUTIES OF THE IE AND
THE S&TA
14. Administrative Duties of the IE and the S&TA
OVERVIEW
USPA can issue licenses and renew
ratings only with complete and correctly
submitted applications. USPA
Headquarters returns rejected applications
to the applicant.
Rejected applications can present a
hardship for the USPA member, who may
be traveling or otherwise inconvenienced
in trying to get an S&TA to correct a
mistake on an application.
Before signing any license or rating
renewal application, verify that your own
membership, ratings, and appointment as
an S&TA are current.
USPA officials, including S&TAs, may not
verify the requirements for renewing their
own ratings.

LICENSES
A USPA IE or Safety and Training Advisor
may administer the test and verify all
qualifications for A, B, C and D licenses.
Any USPA Instructor may administer the
test and verify all qualifications for A, B,
and C licenses. Refer to Section Three of
the Skydiver’s Information Manual for
instructions regarding license verifications.

RATING RENEWALS
An IE or S&TA is required to verify
renewal applications for instructional
ratings and the PRO Rating. Refer to the
renewal requirements for instructional
ratings listed in the Introduction and
Orientation section at the beginning of the
training syllabus for each instructional
rating, and duplicated in “IRM Essentials,”
available for free on the USPA website at
www.uspa.org. For PRO rating and
renewal, refer to the SIM Section 7. Rating
renewal instructions also appear on the
USPA membership and rating renewal
form.

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Instructor Examiner Rating Course | 163
IE-15
INSTRUCTOR
EXAMINER
ADMINISTRATIVE
RESPONSIBILITIES 15. Instructor Examiner Administrative Responsibilities
expectations of what is expected (2) Leads by example
A. RESPONSIBILITIES OF THE from the course candidates and
INSTRUCTOR EXAMINER c. In addition to leading the course,
staff each IE is expected to mentor the
1. Before the course (4) Introduction of the candidates to evaluators in the course
a. Coordinate course dates and the course staff and each other (1) New course evaluators will need
hosting arrangements with the (5) Determine why each course direct supervision and close
USPA Group Member drop zone candidate is attending the course guidance from the IE in order to
b. Register the course with USPA (6) Use of creative ice breakers as a learn the correct evaluation
Headquarters if desired. (USPA will fun and interesting way to process
list the course on its website handle course introductions and (2) Evaluators who are seeking the
calendar for instructional rating begin the team-building process IE rating should be given the
courses.) opportunity to complete the
(7) Collect course fees
c. Courses registered 45 days in required tasks listed on the IE
advance may also be listed in b. Creative Ice Breakers proficiency card
Parachutist magazine (1) Introduce Yourself (3) The IE must ensure that the
d. Registration may be accomplished (2) Introduce Your Neighbor (see course evaluators apply the
by completing the online course facilitation section) same standards to each course
registration form located in the candidate
rating course calendar on the (3) My Favorite (see facilitation
section) 4. After the course
USPA website.
(4) False Colors (see facilitation a. Complete the after-action report
e. Each course must be planned to
allow for an adequate number of section) b. Collect each evaluator information
days to run the course and complete c. Confirm course requirements have form
the ground and air evaluations been met by each candidate c. Make copies of all successful
f. Ensure each candidate has (1) Current regular member of USPA candidate proficiency cards
completed any prerequisite course d. Complete any required letters of
requirements (2) Appropriate USPA license
recommendation for any course
(1) Proficiency card completed in (3) Proficiency card requirements evaluator who qualifies as a new IE
required areas for any items required before
the course have been completed e. For tandem instructor rating
(2) Possesses a SIM and IRM dated candidates, collect a copy of the FAA
within two years of the course (4) Verify the candidate has third class medical or equivalent
obtained the jump numbers or
(3) Acquired the necessary jump freefall time required f. Collect candidate course fees and
number and/or freefall time USPA rating fees (if applicable)
(5) Candidate must be a USPA Coach
(4) Completed the written test or expired USPA rating holder for g. Send a copy of the above listed
prior to arrival at the course materials to USPA Headquarters,
any USPA Instructor rating
g. Arrange for adequate staffing for including any rating fees
(6) FAA 3rd class medical or
the course h. Only USPA Coach Examiners and
equivalent medical exam is
(1) Ensure the drop zone has required for the USPA Tandem Instructor Examiners may submit
arranged for the necessary Instructor rating candidate rating proficiency cards
aircraft and pilot support and required course documentation
(7) Section 1 of each rating course for the candidates in their rating
(2) Additional course evaluators syllabus in the Instructional courses to USPA Headquarters for
will be needed for more than Rating Manual includes the processing.
three course candidates course requirements for
(3) A ratio of one evaluator per candidates, IEs and the B. COURSE RECORDS
three candidates will help the evaluation staff used for each 1. Each candidate should retain his original
course run at the correct pace course. proficiency card (or a copy of it) for
2. Opening the course (8) Be present and attentive for the personal records
entire course from start to finish. 2. Items to be retained by the IE for at
a. Introduction
3. During the course least two years
(1) Introduction of the IE and
course staff a. The supervising examiner must be a. After action report
present and attentive for the b. Candidate written tests
(2) Establish the schedule for the
entirety of the specific course.
course, providing a short c. Air skills evaluation forms
explanation of the planned b. Use the same principals of
instruction reviewed with the d. Ground skills evaluation forms
activities for each day of the
course candidates from the Coach Course e. Copy of any letters of
(3) Ensure that each candidate and syllabus while running the course recommendations
course staff member has clear (1) Keeps the course on track f. Copy of Proficiency cards

164 | Instructor Examiner Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
16. Conflict Resolution
CONFLICT
RESOLUTION IE-16
A. TYPES OF CONFLICT 1. The mediator should locate a quiet
SCENARIO ONE
RESOLUTION and private location to use for the
mediation process. Two course candidates are having an
1. Accommodate (I lose, you win)
2. Once the group is isolated, the argument about the value of the Integrated
2. Avoid (I lose, you lose) Student Program and why to implement it.
mediator should explain his role to
3. Compromise (we both win, we both lose) Both are from the same drop zone, which
the complainants and allow each
4. Compete (I win, you lose) person to tell his side of the story does not currently use the ISP.
5. Collaborate (I win, you win)
3. Each complainant should be asked to Candidate A viewpoint: Too complex,
B. RESOLUTION ISSUES BETWEEN list the positive attributes of the other costly to the candidate, staff overload
CANDIDATES AND EVALUATORS party, or what others have said they
Candidate B viewpoint: Modern
1. Why is it worth it to try to reach like about the other party
program, complete training, safer, good for
problematic candidates? 4. Once the problem has been stated by student progress, standardized.
a. Some candidates have been both sides, the examiner should ask
mislabeled and are waiting for the individuals to restate the other SCENARIO TWO
someone to have faith in them person’s issue to make sure each has
b. Most of these candidates are understood what was stated by the An evaluator on your staff is a poor role
reachable by a specific examiner other individual and that clear model and exercising poor canopy control
who may be able to better relate communication has been achieved during his landings; he has performed
with the candidate downwind and crosswind approaches and
5. Each party is then asked to state
2. Out of control candidates beer line infractions.
what he would like to see the other
a. have experienced failure party to do differently to resolve the The drop zone owner has approached
b. have been identified by negative issue the IE about the evaluator.
labels
6. The mediator will then ask each The IE has warned the evaluator once
c. have little hope for success
complainant if he is willing to make already, but he continues to land the same
d. associate with similar types who those concessions in order to
reinforce each other way.
resolve the issue
e. have low self concepts The course is short staffed as it is and
7. Once the resolutions have been
3. Things to remember losing an evaluator will make it difficult to
agreed upon, each complainant
a. You and your candidate are on the complete the course.
re-states what he is willing to do
same team and listens to the other complainant The conflict is between the DZO and the
b. Control your Anger restate what he is willing to do to evaluator. The IE must mediate the
c. Alter conditions to reach your resolve the issue argument.
highest goals 8. Once the agreement has been made,
d. Communication is better than force both parties shake hands and the SCENARIO THREE
4. Avoid agreement is recorded in writing along During a freefall evaluation phase of
a. Thinking in terms of winning and with a plan for follow up, to ensure the your course you are approached by a
losing conditions continue to be met candidate who is complaining about his
b. accepting excuses C. CONFLICT RESOLUTION score received from one of the
c. traps, diffuse power struggles EXERCISES evaluators. The evaluator has scored
d. excessive passive or aggressive them with an automatic unsat for
1. Course candidates will use contrived
behavior scenarios to practice resolving busting the hard deck. The candidate is
e. interpreting candidate behavior arguments. challenging, saying he deployed the
personally evaluator at the correct altitude. After
2. The candidates will split into groups
5. Mediating Power Struggles and Disputes of three for each exercise. consulting with your evaluator he stays
a. In some cases an issue between a firm on his score of automatic unsat
3. Two candidates will role play, with a
course evaluator and a candidate based on what he observed. This was the
third acting as a mediator.
will escalate to the point where candidate’s last chance to receive a
outside mediation is necessary. 4. The two candidates will represent satisfactory score to pass the course and
b. IEs and course evaluators should be opposing views of the contrived scenario.
he will fail the course. There was no
trained to resolve these conflicts. 5. The mediator works with the two video of the evaluation. The evaluator
c. The mediator’s job is to develop a candidates to resolve the issue as claims the candidate was “just below” the
workable solution that best resolves favorably as possible for both sides.
hard deck.
the issues for both parties. 6. The following three examples are
d. The following series of steps can be provided as topics to use for the One candidate plays the IE, one plays
used as a guideline for mediating evaluations, however course candidates the candidate, and a third mediates the
disputes: may also fabricate different scenarios. argument.

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Instructor Examiner Rating Course | 165
166 | Instructor Examiner Rating Course U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
LESSON PLANNING
X-A

APPENDIX A: LESSON PLANNING

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Lesson Planning | 167
168 | Lesson Planning U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
SIM 4-1: STUDENT SKILL AND KNOWLEDGE SETS
Jump Numbers and In-Depth Emergency Rules and
Exit and Freefall Canopy Flight Equipment Spotting and Aircraft
Supervision Review* Recommendations
AFF: 1 (Two AFFIs) Adaptation to skydiving Steering; intro pattern; Altimeter and operation Passive aircraft FAR 91.107 (seat belts);
Propeller avoidance;
A SL/IAD: 1-2 (SLI/IADI) environment; principles wind line; landing handle orientation; emergencies (instructor SIM 2-1 (first-jump course
movement in aircraft
Tan: 1 (TI) of deployment procedures instructor gear checks leads) topics)

Training harness:
Relaxed body position; Airport orientation
deployment problems; SIM 2-1 (students), 5-1
AFF: 2 (Two AFFIs) leg awareness; Assisted pattern; assisted and recognition;
Handle operation and partial and total (malfunctions); FAA AC-
B SL/IAD: 3-5 (SLI/IADI unassisted stable flare; written flight plan; runway and approach
protection malfunctions; stability 90-66A (illustration of
Tan: 2-3 (TI) deployment (simulated review PLF incursions; aircraft
recovery; and altitude aircraft traffic patterns)
for SL/IAD) patterns
awareness

Open parachute in
AFF: 3-4 (Two AFFIs, aircraft; off-airport SIM 2-1 (student
Solo controlled and Solo pattern and flare; Complete orientation
then one) landings; obstacle equipment); FAR 105.43.b.1
C relaxed fall; heading wing loading; turbulence; (main closed); observe Pattern selection
SL/IAD: 6-8 (SLI/IADI) recognition and avoidance; (equipment); local laws;
maintenance; wave-off downwind landings pre-flight
Former Tan: 4-5 (AI) turbulence; collapsing the canopy owner’s manual
canopy on landing

AFF: 5-6 (AFFI) Training harness: routine


Solo exit (AFF); heading Back-riser control with Assisted pre-flight; AAD Jump run observation;
SL/IAD: 9-12 (SLI/ opening problems; instant SIM 5-1 (buildings), 5-3
D control; freefall speeds and without brakes; stand- operation; AAD owner’s looking below for
IADI, Coach) recognition and response; (AADs); FAR 105.17 (clouds)
and times up; 165 feet assisted manual aircraft
Former Tan: 6-7 (AFFI) building landings

SIM 2-1 (winds), 2-1.M


AFF: 7-9 (AFFI) until
Complete orientation (oxygen), 5-1 (dual Aircraft orientation;
cleared from AFF, then Stalls; traffic avoidance; Training harness: two
(open canopy); component deployments), 5-3 (RSLs); airspeed; weight and
Coach Door exit; aerobatics; 165 feet unassisted; the canopies out; high-wind
E identification; unassisted 5-3 (altimeters); FAR 91 balance; winds aloft;
SL/IAD: 13-15 (SLI/ unsupervised freefall “sweet spot;” rectangular landings; independent
pre-flight; comprehensive (pilot responsibilities); FAR intro spot selection;
IADI, Coach) v. elliptical aircraft emergencies
RSL 105.43.a and b (packing assist with jump run
(Merge tandem)
authorization and interval)

SIM 2-1 (all), 3-1 (all),


5-1 (power lines),
Assisted packing; pin Group separation;
AFF: 10-13 Tracking; two clear and Braked turns, approach, 5-2 (recurrency
check (others); parachute assisted jump run;
F SL/IAD: 16-17 pulls for former AFF and landing; maximum Power line landings recommendations),
system and canopy calculating exit point
Coach students glide; 82 feet on two jumps 5-7 (group separation);
owner’s manuals from winds aloft
parachute system and
reserve owner’s manuals

SIM 5-1 (trees), 5-1


Group exits; forward Solo packing; rigger’s
AFF: 14-17 Collision avoidance review; (collisions), 5-5 (weather),
motion; rate of descent; responsibilities; Canopy collision response; Unassisted jump run;
G SL/IAD: 18-21 reverse turns; 65 feet on 6-1 (group freefall);
docking; break-off and maintenance orientation; tree landings weather
Coach two jumps FAR 105.43.c (AAD
separation AAD review
maintenance)

Diver exit; swooping; SIM 5-1. (water), 5-1 (low


AFF: 18-21 traffic awareness turns), 6-2 (breakoff); Notification to FAA of
Front riser control; 65 feet Owner maintenance Water landings; low-turn
H SL/IAD: 22-25 during swooping, FAR 105.13 (aircraft radio); jump activity; review
on three jumps (three-ring, closing loop) recovery
Coach tracking and 105.15 (notification); AC STC, 337, etc.
deployment 105-2C App. (aircraft)
*After training recommended in the USPA Integrated Student Program for solo students coming from tandem.
170 | Lesson Planning U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
a-liCense CheCk dive Official USPA A-license stamp: UsPa a liCense Progression Card and aPPliCation
This stamp and signature of a USPA Instructor or I/E,
License Requirement Instructor Lic. # verifies that the applicant has completed all qualifications Name __________________________________________________________ USPA # ______________
for the USPA A skydiving license and performed satisfacto- (or enclose new membership application)
• Check dive with USPA Instructor rily on the USPA A-license check dive. This temporary Address________________________________________________________________________________
USPA A license expires with the holder’s USPA regular
(See SIM Sec. 3-2.A.1.c) ________ ______ City, State, and Zip ______________________________________________________________________
membership or when replaced by any registered license
• 25 skydives ________ ______ issued from USPA Headquarters.
Telephone_____________________________________________________________________________
• A-license oral exam ________ ______
Email ________________________________________________________________________________
• A-license written exam ________ ______ © 2018 United States Parachute Association January 2018
(See SIM Sec. 3-2.A.1.a)
Category a AFF And TAndem Only
• Joined USPA ________ ______ • Overall FF awareness _________ ______
All blocks on this record must be Valid for 60 days. FJC Date ______ Meth. ____ • Stable for last 10 secs. _________ ______
(Stamp not required for registration • Altitude aware _________ ______
initialed or signed as indicated. at USPA Headquarters.)
• Asst. pull w/in 1,000' _________ ______
Application instructions: Adv. Criteria C/I Sign Lic.# • Land 60 deg. w/asst. _________ ______
Email, fax or mail this completed form to USPA to
register your license. DO NOT SEND THIS • Aircraft & exit safety _________ ______
• Land 100m w/asst. _________ ______
ORIGINAL DOCUMENT. Keep this document in
a safe place until you receive a new membership • Safe exit _________ ______ • Category quiz Date _________ ______
card. Include the registration fee of:
Instructor’s Name ____________________ Solo transition course (from tandem)
$ ______ License Fee ($36) (may be completed after Category A or B) Date _________ Method ______ Instructor __________
Signature __________________________
$ ______ Expedite with fax or email confirmation ($20)
USPA # ____________________________ Category B AFF And TAndem Only
Fax # or email address (for expedites only)
• Solo pull w/in 500' ________ ______

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018


_____________________________________________ Date ______________________________ Exit and Freefall Date ________ I ______
$ ___________ Total Drop Zone Name ____________________ STATic line And iAd Only
Canopy Date ________ I ______
• 3 successive practice pulls ________ ______
Foreign payments must be with American Express, Emerg. Review Date ________ C/I______
VISA, Discover or MasterCard. • Descent strategy _________ ______
Equipment Date ________ C/I______
credit card number
Spot. and A/C Date ________ C/I______ • Clearing before turns _________ ______

3-digit security code expiration date


SAMPLE Adv. Criteria
• Stable throughout
C/I Sign
_________ ______
Lic.# • Land 30 deg. w/asst.

• Asked to join USPA


_________ ______

_________ ______
MO YR • Leg control _________ ______ • Category quiz Date _________ ______
Applicant’s Signature ________________________
VISIT USPA.ORG/DOWNLOADS FOR THE MOST CURRENT VERSION

Category C • FF heading awareness _________ ______


This official document is your temporary license.Please do NOT send the original to USPA.
Send a photocopy or fax the complete original. Exit and Freefall Date ________ I ______ • Wave-off _________ ______
Email copy to: Canopy Date ________ I ______
• FF w/one I (AFF) _________ ______
Mail copy to: Emerg. Review Date ________ C/I______
U.S. Parachute Association • Solo pull at correct alt. _________ ______
5401 Southpoint Centre Blvd. Equipment Date ________ C/I______
Fredericksburg, VA 22407 Spot. and A/C Date ________ C/I______ • Plan pattern for wind _________ ______
Or fax original to: (540) 604-9741
® Adv. Criteria C/I Sign Lic.# • Fly pattern w/min. asst. _________ ______
Note:

Lesson Planning |
Each shaded line must be initialed by a current USPA Instructor. All other • Control w/in 5 secs. _________ ______ • Flare w/min. asst. _________ ______
lines may be initialed by a current USPA Coach or Instructor. • Relaxed fall _________ ______ • Category quiz Date _________ ______

171
Category F

U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org


• 180-degree turns in deep brakes (4)
Category d • 360-degree FF turns w/in 45 degrees (2)
(1) __________ ______
(1) __________ ______ Exit and Freefall Date ________ C/I______
Exit and Freefall Date ________ I ______ (2) __________ ______
(2) __________ ______
Canopy Date ________ I ______ Canopy Date ________ I ______ (3) __________ ______
• 90-degree rear riser turns with brakes set (2)
Emerg. Review Date ________ C/I______ Emerg. Review Date ________ C/I______ (4) __________ ______
(1) __________ ______
Equipment Date ________ C/I______ Equipment Date ________ C/I______ • Braked approach _________ ______
(2) __________ ______
Spot. and A/C Date ________ C/I______ Spot. and A/C Date ________ C/I______ • Land 25m w/o asst. (2)
• 90-degree rear riser turns with brakes released (2)
(1) __________ ______
Adv. Criteria C/I Sign Lic.# (1) __________ ______ Adv. Criteria C/I Sign Lic.#
(2) __________ ______
• Solo exit, stable w/in 5 secs. (2) __________ ______ • Tracking sequence w/in 30 degrees (3) • Pack w/asst. _________ ______
__________ ______ • 180-degree rear riser turn with brakes released (1) __________ ______ • Check other jumper’s gear
__________ ______ (2) __________ ______ __________ ______
• 90-degree FF turns w/in 20 degrees (4)
VISIT USPA.ORG/DOWNLOADS FOR THE MOST CURRENT VERSION
(3) __________ ______ • Select spot _________ ______
(1) __________ ______ • 360-degree rear riser turn with brakes released
(2) __________ ______ __________ ______ • Clear and pull (5,500') _________ ______ • Spot w/min. asst. _________ ______
(3) __________ ______ • Stand-up landing _________ ______ • Clear and pull (3,500') _________ ______ • Category quiz Date _________ ______
(4) __________ ______ • Land w/in 50m (asst.) _________ ______
Category g • Break-off at alt. w/o prompt ______ ______

SAMPLE
• 180-degree FF turns w/in 45 degrees (2) • Operate AAD _________ ______
Exit and Freefall Date ________ C/I______ • Track 50' w/in 10 degrees _______ ______
(1) __________ ______ • Observe jump run _________ ______
Canopy Date ________ I ______ • Reverse canopy turns (4)
(2) __________ ______ • Category quiz Date _________ ______
(1) __________ ______
Emerg. Review Date ________ C/I______
(2) __________ ______
z Equipment Date _______ C/R/I_____
(3) __________ ______
Spot. and A/C Date _______ C/P/I _____
Note: Adv. Criteria C/I Sign Lic.#
(4) __________ ______
Prior to freefall self-supervision (typically after the first jump in Category E), • Land 20m w/o asst. (2)
all students must meet the standards listed in the USPA BSRs. Clearance to freefall • Redock from 10' w/o asst. (2) (1) __________ ______
(1) __________ ______ (2) __________ ______
self-supervision requires the endorsement of an appropriately rated USPA Instructor
(2) __________ ______ • Pack w/o asst. _________ ______
(signature in logbook). Under the supervision of a USPA Instructor, a USPA Coach
• Redock w/adj. fall rate (2)
may train only the freefall portions of Categories E-H. (1) __________ ______ • Spot w/o asst. _________ ______
(2) __________ ______ • Category quiz Date _________ ______
z Category h • 90-degree front riser turns (2)
(1) __________ ______
Freefall Date ________ C/I______
Category e • Jump without FF supervision (2) __________ ______
__________ ______ Canopy Date ________ I ______
Exit and Freefall Date ________ C/I______ • 180-degree front riser turns (2)
• Barrel roll _________ ______ Emerg. Review Date ________ C/I______ (1) __________ ______
Canopy Date ________ I ______

172 | Lesson Planning


Equipment Date _______ C/R/I_____ (2) __________ ______
Emerg. Review Date ________ C/I______ • Backloop _________ ______ (Front riser turns may be waived if too difficult.)
Spot. and A/C Date _______ C/P/I _____
Equipment Date _______ C/R/I_____ • Frontloop _________ ______ • Land 20m w/o asst. (3)
Adv. Criteria C/I Sign Lic.# (1) __________ ______
Spot. and A/C Date ________ C/I______
• Land w/o asst. w/in 50m _______ ______ • Swoop and dock w/min. asst. (2) (2) __________ ______
Adv. Criteria C/I Sign Lic.# (1) __________ ______ (3) __________ ______
• Calculate opening point ________ ______
• Stability recovery w/in 5 secs. (2) (2) __________ ______ • Replace closing loop _________ ______
• Participate w/jump run _________ ______ • Break-off at alt. w/o prompt ______ ______
(1) __________ ______ • Assemble 3-ring _________ ______
(2) __________ ______ • Category quiz Date _________ ______ • Track 100' w/in 10 degrees _______ ______ • Category quiz Date _________ ______
uspA A LicEnsE proficiEncy cArd And AppLicAtion 7. Perform manufacturer-recommended owner LicEnsE ExAminAtion
service on a canopy release system.
Name __________________________________________________________ USPA # ______________ Date ________ I ______ Lic. # _____________ License Requirement Instructor Lic. #
(or enclose new membership application)
Address________________________________________________________________________________ • Check dive with USPA instructor
8. Change or adjust a main closing loop.
City, State, and Zip ______________________________________________________________________
Date ________ I ______ Lic. # _____________ (See SIM Sec. 3-2.A.1.c) _________ ________
9. Show knowledge of FAA rules on parachute • 25 Skydives _________ ________
Telephone_____________________________________________________________________________ packing intervals and required personnel. • A license oral exam _________ ________
Email ________________________________________________________________________________ Date ________ I ______ Lic. # _____________
• A license written exam _________ ________
©2018 United States Parachute Association January 2018
• Joined USPA _________ ________
4. Land within 20 meters of a preselected target
AircrAft And spotting
Exit And frEEfALL skiLLs 1. Demonstrate understanding of seat belt use and
Application instructions:
on at least five jumps.
1. Demonstrate freefall control on all axes, with a applicable FARs. Email, fax or mail this completed form to USPA to register your
Jump # ______ I ______ Lic. # _____________
backloop, front loop, and barrel roll. Date ________ I ______ Lic. # _____________ license. DO NOT SEND THIS ORIGINAL DOCUMENT. Keep
Jump # ______ I ______ Lic. # _____________
Date ________ I* _____ Lic. #* _____________ 2. Identify local runway headings, lengths, and this document in a safe place until you receive a new membership
Jump # ______ I ______ Lic. # _____________ aircraft approach and departure patterns. card with your permanent A license number. Include the registration
2. Dive a minimum of 100 feet after another
Jump # ______ I ______ Lic. # _____________ Date ________ I ______ Lic. # _____________ fee of:
jumper and dock safely without assistance from the
3. Using an aviation winds aloft forecast, select $ ______ License Fee ($36)
other jumper (two times). Jump # ______ I ______ Lic. # _____________
the correct exit and opening point. $ ______ Expedite with fax or email confirmation ($20)
Jump # ______ I ______ Lic. # _____________ 5. Perform rear-riser turns (brakes set and released). Jump # ______ I ______ Lic. # _____________ Fax # or email address (for expedites only):
Jump # ______ I ______ Lic. # _____________
Jump # ______ I ______ Lic. # _____________ 4. Recite cloud clearance and visibility require- ____________________________________________________
6. Above 2,500 feet, perform a maximum-perfor- ments for above and below 10,000 feet MSL. Foreign payments must be with American Express,
mance 90-degree toggle turn, followed immediately
3. Plan and independently execute a break-off Date ________ I ______ Lic. # _____________ VISA, Discover or MasterCard.
by a turn of at least 180 degrees in the opposite
from a group skydive with a minimum 100 feet direction (two times). 5. Receive a briefing on weight and balance, the
of horizontal separation from another jumper or Jump # ______ I ______ Lic. # _____________ effect of a jumper on aircraft control surfaces expiration MO YR three-digit
group. Separation must be gained independently Jump # ______ I ______ Lic. # _____________ when outside an aircraft, spotting, and radio and date security code

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018


in a straight track within ten degrees of a radial onboard communication procedures.
7. Above 1,000 feet, perform front riser dives and Date ________ I ______ Lic. # _____________ Applicant’s signature _______________________
heading from the center of the formation. turns (may be waived if insufficient strength). Mail copy to U.S. Parachute Association,5401
Jump # ______ I ______ Lic. # _____________ 6. In routine jump conditions, plan with a jump
Jump # ______ I ______ Lic. # _____________ Southpoint Centre Blvd., Fredericksburg, VA 22407;
pilot and spot the aircraft without assistance. or fax to (540) 604-9741, or email to safety@uspa.org.
8. Accurately predict the presence and effects of Jump # ______ I ______ Lic. # _____________
4. Locate and open clear of other jumpers and turbulence in the landing area.
$ ______ Total
wave off to signal deployment. Jump # ______ I ______ Lic. # _____________
Jump # ______ I ______ Lic. # _____________ EmErgEncy rEviEw
(Each qualifying review session must be conducted

SAMPLE
EquipmEnt knowLEdgE Official USPA A-license stamp:
5. Jump and deploy while stable within five sec- 1. Demonstrate knowledge, inspection, donning, after initial solo jump training on later dates.)
This stamp and signature of a USPA Instructor or IE, verifies that the appli-
onds after exit from 3,500 feet AGL. use, and owner maintenance of all equipment to be
1. In a training harness, recognize and take appro- cant has completed all qualifications for the USPA A skydiving license and
Jump # ______ I ______ Lic. # _____________ used on the jump.
priate action for all parachute malfunctions (two performed satisfactorily on the USPA A-license check dive. This temporary
Date ________ I ______ Lic. # _____________
6. Complete 25 skydives. review sessions following the first-jump course).
USPA A license expires with the holder’s USPA regular membership or
Date # ______ I ______ Lic. # _____________ 2. Calculate the wing loading of both main and Date ________ I ______ Lic. # _____________
VISIT USPA.ORG/DOWNLOADS FOR THE MOST CURRENT VERSION

when replaced by any registered license issued from USPA Headquarters.


reserve canopies and compare the sizes against the
manufacturer’s published recommendations. Date ________ I ______ Lic. # _____________
cAnopy skiLLs Date ________ I ______ Lic. # _____________ 2. Review power line avoidance and landings.
1. Plan and fly a landing approach pattern that Jump # ______ I ______ Lic. # _____________
3. Demonstrate the understanding, use, and
promotes smooth traffic flow and avoids obstacles. Valid ovnly when stamped.
disconnection of a reserve static line. 3. Review tree avoidance and landings.
Jump # ______ I ______ Lic. # _____________ Date ________ I ______ Lic. # _____________ (Stamp not required for
Jump # ______ I ______ Lic. # _____________
registration at USPA Headquarters.)
2. Demonstrate a stand-up landing. 4. Demonstrate the understanding and use of an
4. Review building avoidance and landings.
Jump # ______ I ______ Lic. # _____________ automatic activation device.
Date ________ I ______ Lic. # _____________
Date ________ I ______ Lic. # _____________
3. Perform a braked approach and landing.
5. Review water avoidance and landings. Instructor’s Name _______________________
Jump # ______ I ______ Lic. # _____________ 5. Pack a main parachute without assistance.
Date ________ I ______ Lic. # _____________

Lesson Planning |
Date ________ I ______ Lic. # _____________ Signature _______________________________
*All verification blocks require the initials and C- or 6. Check equipment for another skydiver. 6. Review aircraft emergency procedures. USPA # ______________Date______________
D-license number of a USPA Instructor or I/E. Jump # ______ I ______ Lic. # _____________ Date ________ I ______ Lic. # _____________ Drop Zone Name _______________________

173
174 | Lesson Planning U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
United States Parachute Association® Name:_______________________________________________

FLIGHT PLANNER Date: ________________________________________________


Category: _________________ Jump: ___________________

EMERGENCY REVIEW (All students)

Topics to review: ___________________________________________________________________________________________


Emergency training complete:  Initials: ___________ (Coach/Instructor)

EQUIPMENT (Category C students and up)

Main canopy: _____________________ Exit weight: __________________ Wing loading (exit weight/sq. ft.): ___________
Reserve:__________________________ Container system: _______________________________________________________

 shoes  reserve pin(s) and loop(s)  RSL attachment and routing


 helmet  reserve ripcord movement  riser covers
 altimeter  main pin and loop  chest strap and fastener
 goggles  main ripcord movement (RC)  cutaway handle
 gloves  bridle routing (throw-out)  reserve ripcord handle
 radio  pilot chute (throw-out)  main deployment handle
 altimeter set on “0”
 AAD set SAMPLE
 pin covers
 3-ring assembly
VISIT USPA.ORG/DOWNLOADS FOR THE MOST CURRENT VERSION
 leg straps and fasteners

Gear pre-flighted and equipment training complete:  Initials: ___________ (Coach/Instructor/Rigger)

AIRCRAFT AND SPOTTING (Category F students and up)

Aircraft: ______________ Jump run speed: ____________


Planned jump run heading:____________________________
Winds aloft forecast
Ground speed on jump run: ___________________________
Altitude Direction Speed (in knots)
Estimated freefall drift: Direction: ______ Distance: _______
3,000
Spot (ex. 0.5 mile @ 120º): ____________________________
6,000
Runway in use: _______________________________________
9,000
Time between groups: ________________________________
12,000
Average: ________________ ____________________

Aircraft & spotting training complete:  Initials: __________ (Coach/Instructor/Pilot)

FREEFALL OBJECTIVES (Category D students and up)

Performance goals: _________________________________________________________________________________________


Planned exit altitude: ______________ Planned pull altitude:_______________ Estimated freefall time: ________________
Freefall training complete:  Initials: ___________ (Coach/Instructor)

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Lesson Planning | 175
CANOPY OBJECTIVES
Performance goals: ______________________________________________________________________________________

Ground checkpoint (All categories) Altitude Spot (Category F students and up)
1. Opening Winds Direction Speed
2. 1,000 Surface
3. 600 3,000
4. 300 Average: ________________ ____________________

Canopy training complete:  Initials: ___________ (Instructor)

CANOPY FLIGHT PLAN (All categories)

Show the direction of the surface winds on the DZ photograph. Draw the
planned wind line, spot, and landing pattern, including ground checkpoints
and altitudes. Identify all significant landing hazards.

Runway length:

SAMPLE
VISIT USPA.ORG/DOWNLOADS FOR THE MOST CURRENT VERSION

176 | Lesson Planning U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
EXAMS
X-B

APPENDIX B: EXAMS

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Exams | 177
X-B EXAM
EXAMS
ADMINISTRATION
1. Administration (Course Examiners Only)

A. INSTRUCTIONS
1. Each candidate will answer only the
questions pertaining to his or her
rating.
a. Coach—40 questions
b. All USPA Instructor candidates—25
general questions, plus 15 method-
specific questions (40 total)
c. IAD and Static-Line Instructor
candidates—
(1) 11 method-specific questions in
common
(2) four questions specific to their
deployment devices
d. Coach Examiner and Instructor
Examiner candidates —40
questions, use a blank sheet to
write the answers.
2. Candidates should use one of the
perforated answer sheets provided in
this manual.
a. Enough sheets are provided for
testing and retesting to last the
average candidate for several courses.
b. If a candidate runs short, candidates
with extras should share.
3. Each candidate writes his or her
name on the answer sheet.
B. ANSWERING THE QUESTIONS
1. Instruct the candidates to choose the
BEST answer for each question.
2. Candidates should write their
answers on the answer sheet only
(please instruct them to not write in
the questions section).
3. Questions are taken from the SIM and
the IRM, and candidates may use
refer to these references during the
test (open book).
4. The Course Examiner may provide
additional references for USPA
Tandem Instructor candidates.

178 | Exams U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
2. USPA Coach
Use answer sheet. Please do not write in book
USPA COACHEXAMS
EXAM
X-B
1. According to the ISP, by what altitude 5. What are the five planned points of 9. What is the best ARM position for
should a first-jump student decide on contact when performing a parachute stable fall with the belly into the
a safe landing area? landing fall? relative wind?
a. 2,000 feet a. ground, leg straps (butt), container, a. the “crazy Y” position
b. 1,000 feet helmet, hands b. the “mantis” position
c. jump altitude b. feet, calves, thighs, hip (side of c. upper arms positioned 90 degrees
butt), across the back to the or less from the torso and relaxed;
d. A student can’t make this decision. opposite shoulder elbows bent 90-120 degrees, up,
2. According to the ISP, what are the key c. eyes on the horizon, feet and and relaxed
altitudes of the landing pattern and knees together, chin tucked, cover d. hands flat, arms fully extended and
what do they require the student to the face, wait for help relaxed
do?
d. feet, knees, hands, shoulder,
a. 1,000 feet, steer with the wind; helmet 10. According to the ISP, what is one good
600 feet, fly a path perpendicular way for a jumper to remain relaxed in
to the wind; 300 feet steer into the 6. What happens when a student stalls a freefall?
wind canopy while attempting to flare and a. self-actualization
then raises the brakes to full flight?
b. 2,500 feet, decision altitude; 500 b. free association
feet into the wind and no more a. The canopy returns to flying
turns speed, allowing a smooth, c. slow, rhythmic counting

c. 3,000 feet, check position; 2,000 swooping landing. d. conscious breathing


feet, determine landing pattern; b. The radio operator will instruct the
11. At what three points should the
1,000 feet, determine wind speed student to “Stop!”
student expect the USPA Instructor to
d. 2,500 feet, decide to cut away; c. The canopy will remain in the stall check the student’s equipment?
2,000 feet, cut away; 1,000 feet, and may begin to turn.
a. before putting it on, before
pull reserve without cutting away
d. The canopy will dive abruptly. boarding the aircraft, before exit
3. How should a student steer into an b. chest strap, leg straps, reserve
7. What is the student’s best defense
alternate clear area? ripcord (and pin)
when landing in a stall?
a. Face the drop zone, no matter c. upon arrival at the DZ, when
a. a PLF
what, until it’s time to turn into the issued the rig, after the jump
wind for landing. b. to steer quickly into the wind
d. check-out area, dressing area,
b. Face downwind until over the c. Students jump in winds that can’t loading area
middle of the clear area, then face stall a canopy.
into the wind until landing. 12. According to the ISP, what are the
d. Students don’t know they will have
c. Steer a straight course and listen three stages of a parachute opening?
a hard landing so are more relaxed
for radio commands before making and unlikely to get hurt. a. activation, deployment, inflation
any further corrections.
b. deployment, inflation, rebound
8. What should a student do when
d. Visually transfer the original
landing in a tree? c. arch, look, reach, pull
planned pattern over the new field
and fly it as trained. a. Aim for a tall, bushy tree and stall d. invitation, deployment,
the parachute to drop straight malfunction
4. What is the main purpose of the down.
landing flare? 13. Part of the DEPLOYED parachute is
b. Prepare for a PLF on the ground, caught on the jumper or the jumper’s
a. to train students for landing flare halfway, protect the face and equipment (horseshoe). Is that
smaller canopies under the arms, find a secure considered a total or a partial
b. to convert the forward speed of perch, and wait for qualified help. malfunction?
the parachute momentarily into lift c. Land with legs apart to assist with a. total
c. to stop the canopy four feet above straddling the first available
branch. b. partial
the ground
c. neither
d. to increase the effect of the d. Become as thin as possible to miss
Venturi principle the tree. d. both

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Exams | 179
19. In the ISP, what is the recommended 24. To adjust fall rate on approach, a

X-B minimum deployment altitude for a jumper should:


EXAMS
USPA COACH EXAM student in Categories G and H? a. get “small” to go faster and “hug
a. 3,500 feet for both categories the beach ball” to go slower
b. push the hips forward to fall faster
b. 3,000 feet for both categories
14. Describe the MOST IMPORTANT and cup the sternum to fall slower
aspect(s) of a main canopy to c. 3,500 feet for Category G; 3,000
c. use the jumpsuit wings to increase
determine if it can be landed safely. feet for Category H and decrease drag
a. correct color, indicating the right d. 4,000 feet for Category G; 3,500 d. grab the backpack to go faster and
size for that student feet for Category H the chest strap to go slower
b. cannot be stalled
20. After altitude awareness, which of the 25. When observing a student’s exit, the
c. faced into the wind center of focus should be on the:
following is the student’s MOST
d. regular in shape; controllable for important priority when tracking? a. head, then legs and arms
heading and flaring
a. heading b. arms and hands, then legs and feet
15. What should a jumper do prior to b. speed c. hips (torso), then legs and arms
reaching for any emergency operation
handle? c. getting the arms into the delta d. legs, then head and butt
a. Look at it. position as soon as possible after
26. At breakoff, the USPA Coach should:
the turn
b. Prepare for a PLF. a. Let the student initiate the
d. looking at the coach breakoff at the planned altitude
c. Look at the other handle.
but remain in place to observe
d. Reverse arch. 21. If a student in Category G or H fails to tracking.
break off at the assigned altitude and
16. How should a jumper locate a hard- still fails to break off when the coach b. If the student fails to break off at
to-find main parachute deployment the planned altitude, wave off, but
signals the break-off, what action
handle? remain in place to observe
should the coach take? tracking.
a. Two tries, feeling the associated
part of the harness or container. a. Gain sufficient separation for c. If the student fails to turn and
safety and pull by 3,500 feet. track after the wave-off, turn and
b. Begin the “arch-reach-pull”
sequence again. b. Signal for the student to deploy. track for sufficient separation and
deploy by 3,500 feet.
c. Grab the reserve ripcord first, then c. Deploy the student’s parachute.
look again for the main deployment d. all of the above
handle. d. Wait five additional seconds before
taking action. 27. The minimum breakoff recommended
d. Try harder. for groups of five or fewer jumpers is:
22. When teaching a student group exits: a. 3,500 feet
17. By what altitude should a student
jumper decide and act when a. Advise the student against exiting b. 4,000 feet
confronted with a problem main too close to another jumper. c. 1,500 feet above the highest
canopy?
b. Make sure that any grips taken can planned deployment altitude, not
a. 1,800 feet withstand an unstable launch, for counting camera flyers
b. 2,000 feet example, on a chest strap or main d. 2,000 feet above the planned
c. 2,500 feet lift web. deployment altitude

d. 3,000 feet c. Make sure the student 28. Breakoff should be planned higher—
understands and practices an
18. For first-jump students, what is the a. for larger groups
exact exit position that enables the
ISP’s recommended response to two group to set up in the door b. for slow opening or high-speed
canopies out that form a side-by-side? canopies
efficiently.
a. Release the outside steering line c. for dive plans with faster fall rates
on each canopy and steer using d. Tell the student to always allow ten
just those two lines. seconds after the last group before d. all of the above
beginning to climb into position.
b. Separate the canopies into a 29. The best teaching method to use
downplane, disconnect the RSL, 23. To reduce tension on the formation when training skydivers is:
and cut away the main canopy.
after taking grips, a jumper should: a. preparation, presentation,
c. Release the brakes on only the application, evaluation
dominant (largest canopy most a. extend both legs
b. lecture, analogy, theory, example
nearly overhead), steer it gently b. get “small” to increase fall rate
with the toggles, PLF; or if both c. objective, goal setting, recognition,
canopies are clear, cut away. c. extend both arms to allow other meaningful
jumpers room to break in
d. With canopies this size, the d. stretching, exercise, cool down,
student can ignore the problem. d. all of the above review

180 | Exams U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
30. Which of the following techniques 34. Which of the following is the LEAST
would you find used in the best
debrief?
a. quick but accurate description of
effective method of training motor
skills?
USPA COACHEXAMS
EXAM
X-B
a. lecture
mistakes, warning in logbook
b. guided practice 38. The USPA Basic Safety Requirements
b. review of objectives, positive
reinforcement during review, c. visualization regarding wind limits for students
compare performance to apply to:
objectives, limit improvement d. repetition
points, retrain and practice a. all students, including tandem
35. Who must supervise all student
improvement points, positive but
training conducted by a USPA Coach? students
factual record in logbook
c. comfort student that everyone a. an appropriately rated USPA b. only students jumping round
makes mistakes, avoid talking Instructor
reserves
about the bad parts of the
b. a USPA Coach
performance, say only good things c. only students using solo
in logbook, tell other instructors, c. USPA Group Member drop zone
equipment
“Look out for this one!” owner.
d. student debriefs while instructor d. any USPA or FAA official d. only students in Categories A-E
remains silent, instructor logs
jump using code to next instructor 36. How often must a USPA Coach renew 39. If exiting at under a 13,000-foot
his or her rating? ceiling MSL over an airport with a
31. “Primacy-recency” refers to:
a. annually with membership field elevation of 1,000 feet MSL, the
a. Students who arrive first should be
the most recent ones to skydive. renewal, including the first partial
planned exit can legally be no higher
year
b. You have to start at the beginning than:
to expect the student to remember b. No renewal is required.
anything. a. 9,000 feet AGL
c. with the USPA PRO Rating
c. The most recent thing the student b. 11,000 feet AGL
learned is the most likely one he’ll d. every two years
forget. c. 13,000 feet MSL
37. Which of the following would be
d. Students automatically tend to considered sufficient supervision of a d. 12,000 feet AGL
remember the first and last points
USPA Coach during the solo first-
made in the lesson.
jump course? 40. Regarding jumps with students after
32. The correct number of learning bits in a. The appropriately rated USPA sunset:
a training session is:
Instructor has seen the USPA
a. seven, plus or minus two a. Each student must be equipped
Coach teach the course more than
b. one every eight minutes a dozen times, remains at home by with a light visible for at least three

c. one every 20 minutes the phone, and will arrive later that miles from exit to opening.
afternoon after the general portion
d. one every 50 minutes b. Each student must be equipped
is complete.
33. The “90-20-8” rule refers to: with a strobe light visible for at
b. The USPA Coach teaches the
a. no more than 90 students in a general portion at his or her home least five miles from opening to
class, 20 for each instructor, eight and then meets the appropriately landing.
per load rated USPA Instructor at the drop
c. Each student must be equipped
b. limit training sessions to 90 zone for the method-specific
minutes, change the pace or portion of the course. with a strobe light visible for at
location of the course every 20 least three miles from exit to
c. The appropriately rated USPA
minutes, involve the student every
eight minutes Instructor is readily available and landing.
personally verifies that the
c. 90 jumps maximum, 20 average, d. None of the above. According to
students are taught in a
and eight minimum to complete
satisfactory manner. the USPA Basic Safety
the ISP
d. The drop zone owner (no ratings) Requirements, all student jumps
d. a total of 128 repetitions to develop
muscle memory sits in on the entire class. must be completed by sunset.

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Exams | 181
182 | Exams U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
3. General USPA Instructor
Use answer sheet. Please do not write in book
USPA GENERAL
EXAMS
INSTRUCTOR EXAM X-B
1. Each student should expect a 6. The emergency procedure review in 11. If a student attempts to initiate a turn,
complete equipment check by the Category B serves to: but the response is sluggish or the
instructor: turn goes the other way, the student
a. review the first-jump-course should:
a. before gearing up on the ground emergency procedures
a. put more effort into the turn
b. before boarding the aircraft b. review for all returning solo first-
b. extend the arm opposite the
c. before exiting the aircraft jump students who did not get the intended direction of the turn
chance to jump on the same day as
d. all of the above c. return to neutral arch, relax,
their training
extend legs, and attempt the turn
2. Whose job is it to protect the c. review for students and again, provided altitude allows
student’s parachute operation handles experienced jumpers making
during boarding of the aircraft and the d. retrain for center-point turns
recurrency jumps before the next jump
ride to altitude?
d. all of the above
a. Student are expected to remember 12. In the event of an uncontrolled spin,
everything they were taught in the the student should be taught to:
7. How a parachute opens is best taught
first-jump course. a. Track out of the spin.
by:
b. Students are taught to protect b. Apply aggressive opposite turn
a. watching parachutes from the
their handles, but instructors must input.
monitor them closely on the first ground
c. Arch as hard as possible.
few jumps. b. making drawings on a board
d. Know the altitude, arch, check leg
c. Experienced jumpers know to c. classroom lecture position, and relax.
watch out for students’ handles
when boarding and moving about d. using an open parachute on the
13. Emergency procedure review with
the aircraft. ground
Category D students should include:
d. Handle protection isn’t necessary 8. One of the student’s freefall objectives a. review in a training harness
with modern student skydiving for Category C is: b. review of procedures for landing
equipment. on a building
a. two 90-degree turns
3. Students should be taught to fly a c. both A and B
b. two 360-degree turns
straight in approach without S-turns d. neither A nor B
to prevent: c. barrel rolls
a. stalling the canopy d. hover control 14. Once a student has demonstrated
stability recovery, a USPA Instructor
b. collisions with other canopies 9. Regarding canopy training, Category may clear the student to:
c. 180-degree hook turns C ISP students are introduced to: a. freefall self-supervision
d. off-field landings a. front-riser turns b. jump in groups with any skydiver
b. rear-riser turns c. a USPA A License
4. In the Category A first jump course,
who may teach the student c. low-turn recovery techniques d. none of the above
emergency procedures?
d. wing loading and its effects on 15. By Category E of the ISP, each student
a. a USPA Coach canopy flight should be able to perform the
b. any USPA Instructor following without assistance:
10. A Category D AFF student who wishes a. a complete main parachute pack
c. both A and B
to make solo freefall jumps in the IAD job
d. neither A nor B or static- line freefall progression
b. a complete preflight inspection of
must first: the gear
5. The Category A student should
understand the canopy descent well a. continue in AFF through Category c. a complete reserve repack
enough to: E.
d. three-ring maintenance
a. make a dead-center accuracy b. make a static-line jump supervised
landing by a USPA AFF Instructor 16. The initial focus for the student’s first
tracking dive should be:
b. handle a landing at the airport only c. demonstrate 360-degree turns
a. distance
c. jump a canopy with a 1.3:1 wing d. under the supervision of an
loading b. flat tracking
appropriately rated instructor,
perform a stable IAD or static-line c. diving steep to gain speed
d. solve contrived problems from
opening to landing jump with a practice deployment d. heading

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Exams | 183
20. In Category G of the ISP, the student 23. The USPA Basic Safety Requirements

X-B USPA GENERAL should receive detailed instruction on must be followed:


EXAMS what subject area?
INSTRUCTOR EXAM a. according to the needs of the
a. flying a canopy pattern school owner
b. CRW docks b. by all USPA instructional rating
17. From which altitudes are the clear- holders, regardless of location
c. front riser performance landings
and-pull jumps in Category F c. only at USPA Group Member drop
d. canopy collisions
performed? zones
a. 2,500 and 2,000 feet 21. Where should a USPA Instructor get d. only if students are trained
instructions on how to conduct the according to the ISP
b. 4,500 and 3,500 feet
USPA A license Exam and check dive?
c. 5,500 and 3,500 feet 24. The upper winds from 12,000 feet to
a. the Skydiver’s Information Manual
d. 6,500 and 4,500 feet 3,000 feet are averaging 180 degrees
section, “License Exam
at 20 knots. The expected freefall drift
Instructions”
18. In Category G of the ISP, the student from 13,000 feet is approximately:
should be practicing which of the b. drop zone owner
a. one third of a mile to the south
following maneuvers under canopy? c. the A-License Proficiency Card
b. one third of a mile to the north
a. using front risers d. Parachutist articles
c. two thirds of a mile to the south
b. rear riser stalls
22. What level of supervision is required d. two-thirds of a mile to the north
c. basic CRW docks over candidates working in the first-
d. performance turns above 2,500 jump course to meet their pre-course 25. A jumper with 35 jumps and a USPA A
feet requirements for the USPA Coach license has come to the drop zone. He
Rating Course? hasn’t jumped in 75 days. He should:
19. In Category H of the ISP, the student a. direct supervision, with the a. make at least one jump under the
should be practicing which of the supervising USPA Instructor direct supervision of a USPA
following maneuvers under canopy? present and attentive instructional rating holder
a. using front risers b. direct supervision, with a USPA b. complete an entire first jump
b. rear riser stalls Coach present and attentive course and Category A jump
c. basic CRW docks c. supervision with a USPA Instructor c. make a jump in Category B
available d. make an unsupervised solo jump
d. performance turns above 2,500
feet d. supervision with a USPA Coach after a review and pre-briefing
available from a USPA Instructor

PROCEED TO THE APPLICABLE METHOD-SPECIFIC SECTION


OF THE EXAM FOR QUESTIONS 26-40.

184 | Exams U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
4. USPA AFF Instructor
Complete questions 1-25 of the general instructor exam.
Use answer sheet. Please do not write in book
USPA AFF
EXAMS
INSTRUCTOR EXAM X-B
26. Regardless of aircraft used, the design 31. During a side-door exit with an AFF 36. A Category D student overshoots the
of the exit should PRIMARILY allow for: student leaving from inside, the “point turn and continues spinning. The
of no return” is: instructor should:
a. a good video shot
a. when the student lets go of the a. allow the spin to continue until
b. keeping the instructors from airplane with one hand pull altitude
fighting the prop blast b. When the student finishes the exit b. re-dock immediately if the spin
c. allowing the student to make the count accelerates and give corrective
best presentation to the relative hand signals
c. when the student gets into the exit
wind position c. hold up a “legs out” signal every
time the student’s head comes
d. all of the above d. when the student’s hips break the
around in the turn
plane of the door
27. The recommended opening altitude d. grab a hand or foot as it passes by
32. Regarding AFF student jumps, the to stop the spin
for AFF students in Category A is:
reserve-side instructor should deploy
a. 5,500 feet the student’s main parachute, if 37. If a Category D student is still
necessary, by what altitude? attempting turns at the wave-off
b. 4,500 feet altitude, the instructor should:
a. 2,000 feet
c. 3,500 feet a. signal for wave off or deployment,
b. 5,000 feet depending on altitude
d. 3,000 feet
c. 3,500 feet b. give the student the “no more
28. During an AFF exit using two d. 4,000 feet turns” signal
instructors from a Cessna (right-hand c. deploy for the student immediately
33. If the exit tumbles, the instructors
door and wing strut), the reserve-side
should: d. tap the student’s deployment
instructor is primarily responsible for device
what actions? a. deploy the student as soon as
more than two revolutions occur 38. Re-docking with a student after
a. checking the front of the student’s
b. roll with the tumble and get the release requires:
equipment
student facing into the relative a. grips be taken with the student’s
b. making sure the student has wind hands
enough room on the step c. both let go and quickly re-grip as b. use of hand signals and an
the student faces the relative wind immediate re-release, regardless of
c. assisting the student with the
climb-out d. each let go with one hand and face the situation
the relative wind c. a good reason
d. none of the above
34. If the student does not start the d. all of the above
29. AFF student exits should: practice deployments, the main-side
instructor should: 39. According to the BSRs, a USPA
a. allow the instructors to make a Instructor who holds only the AFF
clean launch a. continue the skydive and pull for rating may conduct jumps in which of
the student at pull altitude the following training disciplines?
b. allow the student to exit hips into
b. shake the student and yell a. static-line
the wind
“practice pulls!”
b. harness hold
c. allow for the instructors to follow
c. guide the student’s hand to the
the students count c. instructor-assisted deployment
handle while the reserve-side
d. all of the above instructor signals the student to d. all of the above
start them
40. To keep his or her rating current, a
30. What is the minimum number of d. tap on the student’s helmet USPA AFF Instructor must annually:
jumps recommended for AFF students
to complete Category C of the ISP? 35. What is considered the lowest safe a. make 15 jumps acting as an AFF
altitude for an initial release of the Instructor
a. one student in freefall? b. teach or assist with one first-jump
b. two a. 7,000 feet course or first-jump course review
c. three b. 8,000 feet c. attend a USPA Instructor seminar

d. No specific number is c. 9,000 feet d. all of the above


recommended. d. 6,000 feet

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Exams | 185
X-B USPA AFF
EXAMS
INSTRUCTOR EXAM

186 | Exams U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
5. USPA SLI/IAD Instructor
Complete questions 1-25 of the general instructor exam.
Use answer sheet. Please do not write in book
USPA SLI/IAD
EXAMS
INSTRUCTOR EXAM X-B
26. In case the student’s main container 30. If an IAD or static-line student while 36. On ISP Category D jumps with an IAD
opens during climb-out, the instructor climbing out is unable to get into or static-line trained student, a USPA
should brief the pilot as follows: position in time for a good spot, the IAD or Static-line Instructor:
a. be prepared to skid the aircraft to instructor should: a. should always stay in the plane and
get the horizontal stabilizer (tail) a. Push the student off the step. observe the freefall from the door
out of the way of the deploying b. Tell the student to go before fully b. may exit with harness grips on the
parachute in position. student
b. to always carry a knife aboard the c. Open the student’s parachute to c. may dock with the student and
aircraft clear the step. deploy for them if necessary
c. be particularly aware and prepared d. Retrieve the student, if possible, d. is encouraged to exit the airplane
for the possibility of a premature and ask the pilot to go around. and observe the freefall to critique
deployment during climb-out the student later
d. all of the above 31. Assisting with a freefall student’s
deployment: IAD CANDIDATES ONLY (SKIP TO NEXT
27. According to the BSRs, how many a. may be done by only a USPA AFF PAGE FOR STATIC-LINE QUESTIONS)
successive stable exits with successful Instructor
practice deployments must an IAD or Note: Answer these questions only if you are
static-line student make prior to b. may be done by any USPA Instructor applying for the USPA IAD Instructor rating:
freefall? once the student has been cleared
to self-supervise in freefall 37. Which of the following is true?
a. No minimum number specified in
the BSRs, but three are c. is allowed through Category D a. Hand deployment provides the
recommended. d. is the responsibility of the USPA most reliable means of opening a
b. three Instructor in that student’s parachute.
discipline b. A safety device to secure the bridle
c. as many as necessary to complete
during IAD operations could result
the practice deployment before 32. IAD and static-line students may in a pilot-chute-in-tow malfunction.
the parachute inflates freefall with:
c. The instructor should throw the
d. two a. BOC throw-out pilot chute up and out as the
28. What is the number of jumps b. pull-out student exits.
recommended for IAD and static-line c. leg mounted throw-out d. The instructor should never allow
students to complete Category C of d. none of the above the pilot chute to get outside the
the ISP? aircraft cabin while the student is
a. one 33. What is the minimum recommended climbing into position on the strut.
deployment altitude for Category A
b. two 38. During IAD operations, the instructor
and B IAD and static-line students?
c. three must make sure the pilot chute—
a. 2,000 feet
d. There are no recommended a. is never out of the student’s control
b. 2,500 feet
number of jumps in any category. b. is loose in its pouch to ensure easy
c. 3,000 feet extraction
29. A Category D student in the AFF d. 3,500 feet c. is not stuck in the pouch when the
program wants to jump today, but the
student exits
ceiling is at 6,000 feet AGL. What do 34. Students with insufficient strength to
the BSRs state is necessary for that hang from the strut of a Cessna before d. is thrown under the horizontal
student to jump under the supervision their exit: stabilizer (tail) of the aircraft as the
of an IAD or Static-Line Instructor? student releases from the aircraft
a. should not be allowed to jump
a. demonstrate a stable practice 39. Before climbing out, the IAD student
b. will always back loop during their
deployment on an IAD or static- must verify—
exit
line jump before performing
c. should make a diving exit towards a. that the pilot has lowered the wing
freefall jumps under the flaps
supervision of a USPA IAD, Static- the tail
Line, or Tandem Instructor d. should be trained for a step exit b. that the tailwheel of the aircraft has
been taped to reduce the possibility
b. be briefed on the IAD and Static- of snagging the pilot chute
35. The instructor should anticipate IAD
Line harness-hold exit method
and static-line students to take as c. that the instructor has extracted
prior to jumping with a USPA IAD
long as to climb out: the pilot chute and is ready to
or Static-Line Instructor
a. 15 seconds control it while the student climbs
c. continue in Category D, since the out
student has already made a freefall b. 30 seconds
d. that the curved pin is inserted no
d. The student must wait for another c. 60 seconds more than halfway into the closing
day when the weather is better. d. 90 seconds loop

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Exams | 187
40. A static-line instructor should—

X-B USPA SLI/IAD


EXAMS
INSTRUCTOR EXAM
a. never allow any part of his or her
body to get between the load path
of the static line and the aircraft
b. always wear gloves
40. Which of the following is true? c. wearing gloves, practice operating
a. During IAD operations, the IAD the static line many times in the
instructor may need to step actual aircraft to be used prior to
partway out of the aircraft to keep supervising static-line jumps with
the pilot chute out of the actual students
windstream and in the burble d. all of the above
behind the student.
b. The IAD instructor throws the pilot
chute down and away as soon as
the student’s body has dropped
clear of the aircraft.
c. If the container opens on the step,
the IAD Instructor must
immediately deploy the pilot chute
below the aircraft’s horizontal
stabilizer.
d. all of the above

STATIC-LINE CANDIDATES ONLY

Note: Answer these questions only if you


are applying for the USPA Static-Line
Instructor rating:

37. Which system requires an assist


device (FARs)?
a. Stevens static line
b. pilot-chute assist static line
c. direct bag static line
d. hand-deployed static line

38. The following is true of a static-line


attachment:
a. Attaching the static line to a seat
belt or hardware may result in the
failure of the seat belt assembly.
b. Attachment to the pilot’s seat
could result in its sudden removal
from the aircraft.
c. Static-line attachments need to be
inspected regularly by an aircraft
mechanic.
d. all of the above

39. Holding the static line high during the


student’s climb-out and exit will
help—
a. prevent the student from seeing
the static line and getting a false
sense of security
b. maintain tension on the closing
loop
c. prevent deployment under the
student’s inboard arm
d. allow the instructor to get under
the static line more easily if the
student needs help

188 | Exams U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
6. USPA Tandem Instructor
Complete questions 1-25 of the general instructor exam.
Use answer sheet. Please do not write in book
USPA TANDEM
EXAMS
INSTRUCTOR EXAM X-B
36. The Airtec Tandem Cypres AAD will
26. The FAA class 3 medical certificate: 31. Exit stability is more easily achieved:
not arm unless the airplane climbs
a. is required only for completing the a. if the tandem instructor conducts above approximately what altitude?
initial tandem certification course ground training effectively a. 750 feet
b. is no longer a requirement for b. if the tandem instructor exits with b. 1,800 feet
tandem instructors the student facing into the relative c. 2,000 feet
wind d. 3,000 feet
c. must be kept current by any USPA
c. if the tandem instructor wears a
Tandem Instructor making tandem 37. In the event of a main canopy
baggy suit and the student wears
jumps malfunction, the tandem instructor
low-drag clothing should decide and act by what altitude
d. is required for all USPA
d. all of the above to cut away and deploy the reserve?
instructional ratings
a. 1,800 feet
32. The instructor cannot find the drogue
27. Who may legally pack a tandem main handle in freefall. The proper b. 2,000 feet
parachute according to FAR part 105? response should be: c. 3,000 feet
a. an experienced packer with a. Continue looking for the drogue d. 3,500 feet
instructor supervision handle if above 5,000 feet. 38. What qualifications are required for
b. the parachutist in command b. Pull the drogue release handle. experienced jumpers acting as tandem
making the next jump on the students during the probationary
c. Pull the cutaway handle. stage or for jumps to regain
tandem parachute recurrency after a period of tandem
d. Deploy the reserve within ten
c. any USPA Instructor seconds of the exit if the drogue inactivity of less than180 days?
d. any USPA Coach or Instructor handle cannot be located. a. USPA B license plus 100 jumps
b. received a briefing from a USPA
28. The drogue should be deployed within 33. The drogue bridle entangles with the Tandem Instructor on all phases of
how many seconds after exiting the tandem pair. The correct response tandem equipment operation and
should be: emergency procedures
aircraft?
a. Attempt to clear it twice, then c. under the supervision of a USPA
a. five Tandem Instructor, coordinated all
deploy the reserve.
b. ten decision and execution altitudes
b. Pull the drogue release handle. with the tandem rating candidate
c. 20 c. Pull the cutaway handle. in the event that the candidate fails
d. 25 to perform
d. none of the above
d. all of the above
29. Throwing the drogue to gain stability 34. During droguefall, the main container
is considered: 39. Concerning landings, a tandem
opens prematurely. The tandem
student should be trained:
a. standard procedure instructor’s first response should be:
a. Never make a downwind landing.
b. acceptable for new tandem a. Deploy the reserve.
b. The instructor’s feet should never
instructors b. Pull the cutaway handle. touch first.
c. necessary for exits with large c. Pull the drogue release handle. c. The legs-up-and-forward position
students for a tandem landing is not suitable
d. Grab the main bag if possible.
for landing solo.
d. a serious failure of the tandem 35. Once the drogue is deployed, the d. Landings under tandem canopies
instructor to control the freefall tandem instructor should on every are so fast, the student should
jump: never jump a seven-cell parachute.
30. The proper response to a serious aircraft
emergency at 3,000 feet would be: a. Turn the student’s face away from 40. Before taking a student with disabilities
the sun to improve visibility. on a tandem jump, a USPA tandem
a. land with the airplane instructor should verify that:
b. Remind the student of his or her
b. hook up the student, exit, deploy a. The student is capable of
responsibilities during parachute
the drogue, then release the drogue executing a legal contract.
deployment.
c. hook up the student, exit, and b. The student can perform all
c. Touch each tandem system functions of an able-bodied jumper.
deploy the reserve operation handle in the order it c. The student has received the
d. hook up the student, pull both might be used. advice of a physician.
drogue release handles, exit, and d. Adjust the fall rate to match the d. The student is really sure that he’ll
deploy the drogue video flyer. be OK.

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Exams | 189
X-B USPA TANDEM
EXAMS
INSTRUCTOR EXAM

190 | Exams U.S. Parachute Association Instructional Rating Manual ©2018 | uspa.org
7. USPA Instructor Examiner
Use answer sheet. Please do not write in book
USPA INSTRUCTOR
EXAMS
EXAMINER EXAM X-B
1. Candidates must have a SIM and IRM 23. What needs to be checked with each
dated within how many years of your candidate at the start of the course?
course date in order to be considered
valid manuals? 24. What needs to be sent to USPA
Headquarters at the completion of
2. What are the three levels of the USPA
rating structure? each course?

3. What are requirements for the USPA 25. How long must each Instructor
Coach rating? Examiner retain copies of all course
materials?
4. What are the requirements for the
USPA AFF Instructor Rating?
26. What are the major points of a pre-
5. What are the requirements for the observation plan?
USPA Tandem Instructor Rating?
27. What are the four main points of an
6. What are the jump number and observation plan?
experience requirements for the USPA
Static Line or IAD Instructor Rating? 28. What is the number of improvement
points that should be provided to
7. How long is the grace period for
candidates to use the new rating candidates during a debrief?
before it must be issued in the USPA
database? 29. How many biomechanical principles
are applied to the skill analysis
8. According to the BSR’s, at what point process?
may a Coach supervise a static line or
IAD student in the airplane and in 30. What is the overall objective of Skill
freefall?
Analysis?
9. What is the purpose of an ice breaker?
31. Define intrinsic motivation:
10. List two different ice-breakers.
32. Define extrinsic motivation:
11. What is subjective evaluation?
33. What are the four barriers to
12. What is objective evaluation? learning?
13. What is formative evaluation?
34. List the percentages of each of the
14. What is summative evaluation? five senses regarding the learning
process:
15. What are the four parts of a lesson
design? 35. What percentage of material can be
forgotten within 30 days if there is no
16. Define the acronym SMART with
regards to goal setting. repetition of the training material?

17. Define whole-part-whole with 36. How many repeat sessions are
regards to presentation strategies. required in a 30-day period to
increase the retention to more than
18. Define forward chaining with regards
90%?
to presentation strategies.

19. Define backward chaining with 37. What are two disadvantages of lecture
regards to presentation strategies. as a training method?

20. How many bites of information should 38. What are two advantages of
be included in one learning session? structured discussion as a training
21. What is required regarding the method?
location of any USPA rating course?
39. Describe Facilitation.
22. What is the recommended ratio of
candidates to evaluators for a USPA 40. What is the definition of Conflict
rating course? Resolution?

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Exams | 191
Exam Answer Sheets EXAMS
X-B
NAME:

1 21

2 22

3 23

4 24

5 25

6 26

7 27

8 28

9 29

10 30

11 31

12 32

13 33

14 34

15 35

16 36

17 37

18 38

19 39

20 40

Score:

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Exams | 193
Exam Answer Sheets EXAMS
X-B
NAME:

1 21

2 22

3 23

4 24

5 25

6 26

7 27

8 28

9 29

10 30

11 31

12 32

13 33

14 34

15 35

16 36

17 37

18 38

19 39

20 40

Score:

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Exams | 195
Exam Answer Sheets EXAMS
X-B
NAME:

1 21

2 22

3 23

4 24

5 25

6 26

7 27

8 28

9 29

10 30

11 31

12 32

13 33

14 34

15 35

16 36

17 37

18 38

19 39

20 40

Score:

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Exams | 197
Exam Answer Sheets EXAMS
X-B
NAME:

1 21

2 22

3 23

4 24

5 25

6 26

7 27

8 28

9 29

10 30

11 31

12 32

13 33

14 34

15 35

16 36

17 37

18 38

19 39

20 40

Score:

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Exams | 199
Exam Answer Sheets EXAMS
X-B
NAME:

1 21

2 22

3 23

4 24

5 25

6 26

7 27

8 28

9 29

10 30

11 31

12 32

13 33

14 34

15 35

16 36

17 37

18 38

19 39

20 40

Score:

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Exams | 201
Exam Answer Sheets EXAMS
X-B
NAME:

1 21

2 22

3 23

4 24

5 25

6 26

7 27

8 28

9 29

10 30

11 31

12 32

13 33

14 34

15 35

16 36

17 37

18 38

19 39

20 40

Score:

uspa.org | U.S. Parachute Association Instructional Rating Manual ©2018 Exams | 203
Yellow Red Blue
Green Orange Purple
Black Gray Green
Orange Blue Yellow
Black Red Orange
Blue Gray Black
Purple Orange Green
UNITED STATES PARACHUTE ASSOCIATION®
5401 Southpoint Centre Blvd. Fredericksburg, VA 22407
(540) 604-9740 • uspa.org

You might also like