This post is part of a series 'Instructor Bad Habits' which evolved from a lecture given by Jonny Greenall at EU Rotors.

With professional helicopter training, surprises can be as thrilling as they are daunting. While the unexpected can simulate real-life flying scenarios, it also presents a series of challenges. But how do these surprise exercises truly impact flight training, and are they ultimately beneficial or detrimental?

Safety First: Navigating the Startle Effect

One of the primary concerns with surprise exercises in helicopter training is safety. The "Startle Effect" is a well-documented phenomenon where an unexpected situation leads to confusion, hesitation, or even panic. When a student pilot is taken off guard, it can compromise not only their safety but also that of the instructor and the aircraft. Adequate preparation and briefing are key elements in flight training, and introducing unplanned manoeuvres can disrupt this carefully structured approach.

It's crucial for instructors to weigh the potential risks against the learning benefits when considering incorporating surprises into the curriculum.

Confidence and Competence: Building Blocks of Effective Learning

Confidence is a fragile yet essential component of a student pilot's journey. Mastering specific skills progressively helps build a solid foundation. When surprise exercises are introduced prematurely, they can undermine this confidence, leaving students feeling frustrated or demoralized. This, in turn, can affect their motivation and progress in future lessons. Effective learning relies on the student being mentally prepared for the task at hand, and unexpected challenges can shift their focus from skill application to managing confusion or anxiety.

The Pitfall of Reinforcing Bad Habits

Another potential pitfall of surprise exercises is the risk of reinforcing bad habits. When students are confronted with an unexpected challenge, they may react based on incomplete knowledge. Without having fully developed the necessary skills, their responses might be incorrect or based on guesswork. This can lead to the formation of bad habits that are difficult to correct later in their training. For instructors, it's essential to ensure that students have a robust understanding of the core skills before introducing surprises.

When Surprises Have Their Place

Despite the challenges, there are instances where surprises can play a beneficial role in helicopter training. Simulated emergency procedures, for instance, are often introduced later in the program. By this stage, students are typically briefed on the possibility of emergencies and adequately prepared to handle them. In such controlled conditions, surprises can enhance learning by allowing students to apply their training in realistic scenarios.

As students near the end of their course, instructors might inform them, "From now on, I may, at any point in the course, give you an emergency - you are to act appropriately." This approach ensures that surprises are integrated into training in a way that supports rather than hinders student development.

Conclusion: Striking the Right Balance

The decision to incorporate surprise exercises in helicopter training should be carefully considered. While they can offer valuable learning experiences, the risks associated with the "Startle Effect," loss of confidence, and the potential for reinforcing bad habits should not be underestimated.

Ultimately, the key lies in striking the right balance—ensuring that students are adequately prepared and that surprises are used as a tool for enhancement rather than a hindrance.