An article worthy of taking the time to read and think about it.

John Matylonek, USHPA certified instructor, oregonhanggliding.com, 541 913 1339 sends:

Single operator instructors often find it very challenging to get students to conform to an instructional plan. Often, there are not enough consistent peers to provide the social pressure to remain on task. Human nature, as it is, always looks for the easiest way out; even if that perceived short-cut is really not up to the safest standards we can imagine. In that light, I'd like to describe to you a student that had many opportunities to get discouraged; to feel like the flight skills were too hard; the lesson progression too gradual; the lesson pace too irregular and spread out; the equipment too expensive and delivery too slow; the instructor too controlling and rigid; and the lifestyle compromises too much to bear.

This successful middle aged student started in March of 2009. He is an average nine to fiver with weekends mostly free, but with some (but no overly committed) family obligations. He has had some experience flying sail planes and has earned a private pilots license. He was more sure than that he wanted to fly hang gliders most; no doubt because of this previous flight experiences. He initially thought that these experiences would give him special boost over the someone not experienced in aviation. He immediately invested in a great glider, harness, helmet-radio system because he knew it would take some months to get it all manufactured and delivered in time for his advanced lessons.

He may have recognized that all schools will provide that extra bit of instructional effort for fully supportive students. He may have recognized that looking professional to the flying community is important in garnering their trust and ADVICE after the official lessons. However, what is most important was his willingness to go through the entire instructional program and acquire appropriate gear by the 10th lesson. But if it was only pure consumer impulse and dreaming or it was my expectation of an ideal student attitude, he did get and will continue to get responsive service in his flying career because of his support, cooperation and ease of interaction.

Though he was sure he wanted to learn, he was really surprised how his previous aviation experience unprepared him for the learning. In particular, he underestimated the amount of stamina, physical coordination/melding of gear-body and book study it required. This is the case of a pilot of vehicles realizing HE was now the vehicle. However, to his credit he did not let this "surprise" discourage him. He did not blame it on the instructor, the sport or the universe. He immediately recognized the need for persistence, discipline and extra effort to shore up the weak areas. He actually started to use his gym membership and lowered his blood pressure 20 points and lowered his heart rate!

In the course of the lessons, he recognized the challenge of creating consistency and regularity of experiences out of inherent inconsistent weather (maybe this where his sail plane glider experience gave him the emotional edge). He became more fluid, adaptable, spontaneous during the program. He began to recognize what he could control and what he could not. (The most difficult value to inoculate in successful middle aged men :-) ) He also noted that learning to fly hang gliders absolutely required the average 81 hours of instruction, that is 12-14 lesson days to practice the repetitions, experience different weather conditions and sites, and to book study. That took 6 months to achieve on his average schedule. He recognized this especially near the end of the lessons where intellectual strategies and smart flight plans keeps one safe.

Average students get impatient at this point, confusing their basic motor skills with the cognitive skills it requires. Average students will begin to resent how much money, time and effort it has taken to this point and begin to distrust the instructor, the costs, and the need for some kind of abstract strategic skills. This is where they often seek advice from the community of pilots, looking for any sign that that someone will provide them an easier way out of the physical, mental, time and financial costs.

But our student hero did not do this. In his first altitude flight he recognized this as an entirely different ball game. He wanted to soar without penalty of trial and consequential error. He decided that a few mountain lessons, where he bore the cost of travel, carrying of gliders to escalating sites was well worth a completed program of basic instruction.

He is beginning to negotiate how to get more airtime with his family by a give and take strategy - recognizing he will have to fly much in the next couple years to really consolidate his skills.

If every student came to me with this combination of humility, persistence, focus, willingness to follow the program I would be giving ratings to many more students.