Proposed Wingsuit IRM

Memorandum To: USPA Board of Directors From: Douglas Spotted Eagle, Scotty Burns, Scott Callantine, Jeff Donohue,

Sean Horton, Jeff Nebelkopf, Phil Peggs, Justin Shorb, Chris Warnock, and Taya Weiss

RE: Proposed new USPA Wingsuit Instructor Rating Attached: Proposed New IRM Section (―Wingsuit Instructor Rating‖) Proposed Syllabus for USPA First Flight Course Proposed Wingsuit Proficiency Checklist Conforming Revisions to SIM

PowerPoint Slidedeck Summarizing Proposal Date: 23 May 2009 This group of ten highly involved wingsuit flyers and coaches came together early in 2009 to propose changes to the USPA Instructional Rating Manual and Skydiver’s Information Manual. In line with USPA’s goals and structures, we hereby submit our suggested addition of materials to create a new USPA Wingsuit Instructor rating. Our main concerns are the safety and future of the wingsuiting discipline, and we appreciate this opportunity to communicate with the Board. We would like to note that while our collective experience teaching both skydiving students and new wingsuit students qualifies us to make this proposal, we strongly believe that openness and transparency are fundamental to this kind of structural change. With this in mind, we look forward to a well-publicized period of open feedback from all USPA members before any changes are enacted. We also believe that in choosing the initial Wingsuit Instructor Examiners who would implement the new rating, the best method will be an open nomination. We suggest that candidates be nominated and supported with letters detailing their qualifications. This way, the wingsuiting community and the skydiving community at large will be give the opportunity to participate in the process at every possible step. For your convenience, we have attached a PowerPoint slidedeck summarizing the key aspects of our proposal.

USPA Instructional Rating Manual: Wingsuit Instructor Rating Course page 1

1. Introduction and Orientation

A. WHAT IS A USPA WINGSUIT INSTRUCTOR?

1. The USPA Wingsuit Instructor is a discipline-specific instructor rating administered by USPA. It is preceded by USPA Coach and followed by USPA Wingsuit Instructor Examiner.

2. For the purposes of the Wingsuit Instructor Rating, a ―student‖ is a first-time wingsuit flyer, regardless of jump numbers in other disciplines. Pursuant to Section 6-9 of the SIM, among other things, USPA recommends that a wingsuit student have:

a. a minimum of 200 jumps in 18 months; or

b. 500 jumps total before attempting a wingsuit first flight course.

3. A USPA Wingsuit Instructor may—

a. conduct wingsuit first flight training in accordance with the USPA first flight course curriculum;

b. conduct the oral quiz and check dive on the wingsuit first flight course;

c. authorize skydivers who have successfully completed a USPA first flight course to fly a wingsuit without a USPA Wingsuit Instructor present; and

d. train and supervise wingsuit jumps for advanced skills acquisition beyond the first flight.

4. Candidates who have met all of the following requirements may earn the USPA Wingsuit Instructor Rating:

a. Reached the age of 18 years;

b. Holds or has held any USPA instructional rating;

c. Earned a USPA C license or the FAI equivalent;

d. Logged 200 wingsuit jumps; and


e. Proven ability by successfully completing the written and practical Wingsuit Instructor evaluation process with a USPA Wingsuit Instructor Examiner.

B. WINGSUIT TRAINING BACKGROUND

1. Prior to the adoption of a Wingsuit Instructor Rating by USPA, wingsuit first flight training had been done in varying forms by ―experienced wingsuit flyers‖ as recommended in SIM Section 6-9.

2. Wingsuit flying grew rapidly beginning with the introduction of modern suits in 1999, but training remained informal.

a. Some manufacturers of modern wingsuits had instituted non-standardized, brand-specific training programs.

b. Two fatalities involving inexperienced wingsuit flyers led to new initiatives in safety and training.

3. The USPA Wingsuit Instruction method of training was standardized in 2009 to provide a safer and more uniform experience for first-time wingsuit flyers.

C. THE NATURE OF THE COURSE

1. Strategy

a. This Wingsuit Instructor Rating Course teaches effective methods for training licensed, experienced skydivers how to safely fly a wingsuit for the first time.

b. Candidates learn to apply USPA instructional methods to wingsuit-specific training and supervision.

2. Course Options. A candidate may either -

a. Complete the full Wingsuit Instructor Rating Course held over a series of days or on a weekend, followed by testing with a Wingsuit Instructor Examiner; or

b. Challenge the course by passing the written examination and making two satisfactory ground preparations and four air skills evaluations with a USPA Wingsuit Instructor Examiner (see Section F, ―Procedures for Challenging the Wingsuit Course or Renewing an Expired Rating‖).


3. Course and testing arrangements

a. The host coordinates with an Instructor Examiner to schedule a Wingsuit Instructor Rating Course.

b. The course host negotiates fees and accommodations with the Instructor Examiner (borne by the host and candidates).

4. Each candidate is required to arrive at this course with all prerequisites completed as per Section A(4) above.

5. Candidates may make a series of practice training evaluations and jumps with the course Wingsuit Instructor Examiner prior to the actual evaluations.

6. Schedule for the camp format Wingsuit Instructor Rating Course:

a. The classroom training portion of this course is expected to be conducted over a minimum period of two days.

b. The practice and evaluation portion is conducted subsequently over a period of several additional days (typically, three days total for classroom and evaluation are scheduled).

7. The schedule for abbreviated and other courses will be determined based on the candidates, class size, and the Instructor Examiner and facility’s schedules.

D. WHO MAY CONDUCT THIS COURSE?

1. A Wingsuit Instructor Examiner who has conducted at least two USPA Wingsuit Instructor Rating Courses within the past 24 months; and

2. Who continues to meet all of the requirements to qualify as a Wingsuit Instructor Examiner (as listed in Section E, ―How to become a USPA Wingsuit Instructor Examiner).

E. HOW TO BECOME A USPA WINGSUIT INSTRUCTOR EXAMINER

1. A USPA Wingsuit Instructor who has met all the following requirements may be rated as a Wingsuit Instructor Examiner to conduct the Wingsuit Instructor Rating Course and issue Wingsuit Instructor ratings:

a. Completed at least 500 total wingsuit jumps, with at least 100 made within the previous 12 months;

b. Conducted at least 50 USPA wingsuit First Flight Courses;


c. Successfully completed the USPA Instructor Examiner Rating Course;

d. Has participated in at least one Wingsuit Instructor Rating Course within the previous 12 months;

e. Attended the biennial Wingsuit Instructor Standardization meeting;

f. Holds a USPA D License; and

g. Provides USPA Headquarters with a written recommendation from a Wingsuit Instructor Examiner evaluator.

2. Wingsuit Instructor Examiner evaluators

a. Designated by USPA Headquarters for the purpose of evaluating potential Wingsuit Instructor Examiners

b. The following is required for any Wingsuit Instructor Examiner evaluators:

1) Must be a current Wingsuit Instructor Examiner;

2) Must have conducted at least 100 First Flight Course jumps; and

3) Must attend the entire classroom portion of a Wingsuit Instructor Rating Course every two years.

F. PROCEDURES FOR CHALLENGING THE WINGSUIT COURSE OR RENEWING AN EXPIRED RATING

1. ―Challenging the course‖ refers to the practice of being evaluated without sitting through the ground instruction portion of the Wingsuit Instructor Rating Course.

2. Any person may obtain the USPA Wingsuit Instructor Rating by challenging the Wingsuit Instructor Rating Course and meeting the prerequisites for the Wingsuit Instructor rating.

a. Foreign rating holders must present USPA membership and their FAI country instructor rating.

b. USPA Coach or other instructor rating holders may choose to challenge the course.

3. Persons with a current non-USPA Wingsuit Instructor Rating (who meet requirements in Section A(4), above) or who hold expired USPA Wingsuit Instructor rating must:


a. Satisfactorily conduct at least one complete Wingsuit First Flight Course jump with a USPA Wingsuit Instructor Examiner or his or her designee acting as a student (see ―4. Dive Flow for USPA Wingsuit Instructor Course‖, Section 4(c)(1)(b), below) , to include all jump preparation, supervision during the jump and debriefing. On the jump, the holder of the non-current or expired Wingsuit Instructor Rating must:

1) Properly exit with the ―student‖ from a camera or rear-float slot;

2) Fly proximate to the ―student‖ throughout the jump;

3) Engage and communicate with the ―student‖ using eye contact and hand signals;

4) Control heading on the jump to demonstrate effective flight pattern and safety; and

b. Pass the USPA Wingsuit Instructor written examination with a score of at least 80 percent.

4. All other persons must:

a. Pass the USPA Wingsuit Instructor written examination with a score of 80 percent or higher, and

b. Make two satisfactory ground preparation and four air skills evaluations with a USPA Wingsuit Instructor Examiner or his or her designee acting as student (see ―4. Dive Flow for USPA Wingsuit Instructor Course‖, Section 4(c)(1)(a) – (d), below). On the jumps, the candidate must:

1) Properly exit with the ―student‖ from a camera or rear-float slot;

2) Fly proximate to the ―student‖ throughout the jump;

3) Engage and communicate with the ―student‖ using eye contact and hand signals; and

4) Control heading on the jump to demonstrate effective flight pattern and safety.

G. WHAT IS REQUIRED TO PASS THIS COURSE?

1. Practical: Candidates for the USPA Wingsuit Instructor rating will be evaluated during the Wingsuit Instructor Rating Course for their ability to:


a. Understand and communicate the USPA First Flight Course material;

b. Conduct effective first flight ground training, using other candidates as stand-in students; and

c. Safely prepare, supervise, and perform in-air training of wingsuit first flight students, with Wingsuit Instructor Evaluators acting as students.

2. Written: Prior to attending the course, each candidate must correctly answer at least 80 percent of the questions on an open-book written examination covering the following:

a. USPA First Flight Course Syllabus;

b. General wingsuit safety; and

c. SIM Section 6-9 (―Wingsuit Recommendations‖).

3. Commencement of privileges

a. The privileges of the Wingsuit Instructor Rating will commence upon successful completion of the Wingsuit Instructor Rating Course and will be valid for 30 days with a candidate log book endorsement by the Wingsuit Instructor Examiner.

b. The rating must be processed at USPA Headquarters to be considered valid after the 30-day grace period expires.

H. KEEPING A WINGSUIT INSTRUCTOR RATING CURRENT

1. USPA Wingsuit Instructors may annually renew their ratings with their USPA membership by paying the annual rating renewal fee and providing documentation of any of the following:

a. That the rating was initially earned within the previous 12 months (renewal fee and signature required); or

b. That the applicant has met the annual rating renewal requirements by performing all of the following within the previous 12 months:

1) acted as instructor on 15 wingsuit student jumps (these jumps are not required to be USPA First Flight Course jumps)

2) attended a USPA Instructor seminar;

3) conducted at least one USPA First Flight Course; and


4) acquired the signature of a current S&TA, Wingsuit Instructor Examiner, or member of the USPA Board of Directors on the renewal application to verify that the renewal requirements were met.

c. (If applicable) having met the renewal requirements for an expired rating.

2. A skydiver may not verify his or her own rating renewal requirements.

3. Renewing a higher rating automatically renews all ratings below it.

I. WINGSUIT INSTRUCTOR RATING COURSE OVERVIEW

1. The First Flight Course Syllabus and Dive Flow;

2. General Instructor’s duties;

3. Jump preparation and equipment checks;

4. Demonstration and practice sessions; and

5. Evaluation section.

* * *


2. Instructor’s Duties

A. STUDENT PREPARATION 1. Introduction of the First Flight Course student to the USPA Wingsuit Instructor a. Instructor takes initiative to establish dialogue and sets the tone for First Flight

Course (the ―FFC‖); b. Instructor and student discuss goals of the course; and c. Instructor assesses student’s special needs, if any.

2. Administrative a. Confirm student’s skydiving experience meets or exceeds the USPA’s

recommendations set forth in SIM Section 6-9.

i. Determine that the recommended number of jumps have been made by review of the student’s logbook.

ii. If logbook is not available, the Instructor should seek verification of the

student’s experience from a reliable third party source (e.g., the student’s home dropzone’s owner, manager, or S&TA).

b. Waver/release forms. c. Payment.

B. STUDENT PREPARATION 1. Introduce the performance objectives of the FFC. Use the First Flight Course

Syllabus as a training course guide for the ground school. 2. Inspect student’s rig and other non-wingsuit-specific gear before the container is

attached to the parachute harness system. a. Assure that equipment meets all recommendations for wingsuiting, including

all USPA safety recommendations:

i. Confirm canopy is non-elliptical and lightly loaded;


ii. Use AAD on first wingsuit flight; iii. Use a helmet with an audible altimeter; iv. Students should not jump with a camera on first wingsuit flight.

b. Inspect rig

i. Three point harness check; ii. Three point handle/release check; iii. Main/Reserve pin; and iv. AAD.

c. Inspect other non-wingsuit gear

i. Altimeters zeroed; and ii. Audible set for appropriate altitudes.

3. Familiarize student with wingsuit design and function (for example, lace-up wings, zip on wings, open wings, zippered legs, leg wing quick release systems and any other applicable release systems) have the wingsuit attached in accordance with the USPA FFC Syllabus.

4. Discuss the wingsuit flight plan, opening altitudes and landing direction

a. Flight pattern and its purposes:

i. Fly back to the dropzone; ii. Stay clear of other jumpers and canopies on line of flight; and iii. Fly predictably relative to air traffic.

b. Discuss break off and opening altitudes.

5. Discuss and practice wingsuit specific skills needed for successful, safe and fun first flight using appropriate descriptions and demonstrations, including:

a. Exits from mockup; b. Proper body position during flight;


c. Break-off and opening procedures:

i. Emphasize leg kick signal and symmetry on pull; and ii. Emphasize closure of tail wing and arm wings during deployment.

d. Demonstration of signals that the Instructor may use during flight to the point that:

i. Student understands all hand signals; and ii. Student is aware that Instructor may provide guidance during flight to

direct the student back to the dropzone.

6. Conduct dirt dives until the student performs each point of the planned skydive smoothly and correctly, without coaching or prompting.

7. Prior to boarding: a. Perform pre-boarding equipment check;

i. Discuss importance of preparing early since a wingsuit may require more time to gear up and check compared to a non-wingsuit skydive.

ii. Instructor checks student’s wingsuit and equipment while gearing up. iii. Instructor talks through the gear check with student.

b. Coordinate exit position:

i. Discuss exit order with other jumpers or groups; and ii. Inform pilot that wingsuit jumpers are on the airplane and their intended

flight pattern. C. STUDENT PREPARATION 1. Monitor the student’s equipment. 2. Encourage wingsuit and gear awareness.

3. Conduct a pre-exit wingsuit and equipment check with the student.


D. JUMP SUPERVISION

1. Instructor to supervise student’s spotting

2. Instructor should fly proximate to the student to be able to a. Control heading/direction of student; and

b. Provide hand signals as needed.

E. POST-JUMP

1. Verify that the student has landed safely and returned to the meeting point.

2. Provide a post-jump debriefing and training: a. Conduct a ―walk and talk‖, allowing the student to act out his or her

perceptions of the jump flight;

1) Explain the jump from the Instructor’s viewpoint:

a. Accentuate the positive; and

b. Discuss areas for improvement;

2) Review the video, if available.

b. Provide any necessary corrective training.

3. Record the jump in the student’s logbook.

4. Complete applicable portions of the Wingsuit Proficiency Card. a. Instructor will explain that the student has now completed a First Flight

Course and is cleared to make wingsuit jumps without a USPA Wingsuit Instructor.

b. Based on the student’s performance, the Instructor may make suggestions to the student for future goals regarding additional training and appropriate suit selection

* * *


3. Pre-Jump Checks

A. INTRODUCTION

1. One of the wingsuit instructor’s greatest responsibilities is equipment management. Preparation before boarding prevents accidents. Having an organized routine will make the operation run more smoothly.

2. While the student is responsible for rigging up and donning the gear under your

supervision, as an Instructor you must conduct at least three complete gear checks:

a. Before rigging up; b. Before boarding; and c. Before exit.

B. GEAR CHECKS 1. Checking the Rig. Always check the wingsuit and rig in a logical order, such as

top to bottom, back to front.

a. Automatic activation device

i. Switched on ii. Calibrated

b. Rig configuration

i. Closing loop tight for properly closed container ii. Pilot chute handle easily reached

c. Main closing

i. Flap closing order and bridle routing correct ii. Slack above the curved pin iii. Pin fully seated


iv. Tight closing loop, with no more than ten percent visible fraying v. Pin secured to bridle with no more than ten percent fraying vi. Collapsible pilot chute cocked vii. Pilot chute and bridle with no more than ten percent damage at any wear

point viii. Main deployment handle in place

d. Canopy release system and RSL

i. Correct canopy release assembly ii. RSL connected and routed correctly iii. Canopy release handle

Properly seated in Velcro

No kinks or bends in the cable

iv. Reserve ripcord handle

Seated properly in Velcro

No kinks or bends in the reserve ripcord cable

e. Harness adjustments

i. Leg straps and hardware

Threaded properly

Clip type: clipped and secure

Friction adapter type: threaded correctly, adjusted, and running end secured to prevent slippage

ii. Chest strap and (if in use) mud flap altimeter

Snap-type: connected and adjusted


Friction adapter type: threaded correctly, adjusted, and running end secured to prevent slippage

2. Checking the Wingsuit

a. All zippers intact b. No rips, tears or excess fabric that may cover handles c. Handles not pulled into or covered by wingsuit d. All cables neatly secured (if applicable)

3. Checking the Helmet a. Adequate protection b. Fit and adjustment

4. Audible – settings:

a. 6500 feet b. 5500 feet c. 4500 feet

5. Chest Mount Altimeter (if in use)

a. Readable by student (check for student farsightedness). b. Zeroed

6. Goggles

a. Clear and clean b. Tight

C. CONFIRM WEATHER CONDITIONS a. Confirm that the Instructor has an up-to-date weather forecast. b. Confirm surface winds and winds aloft are appropriate for wingsuiting. c. Confirm sufficient daylight is remaining.


D. BOARDING THE AIRCRAFT 1. Student Equipment. a. Monitor the student’s equipment. b. Encourage wingsuit and gear awareness.

2. Instructor’s Equipment. a. If other experienced wingsuiters are present, ask for a gear check from one of

them b. This demonstration highlights to the student that even experienced

wingsuiters seek out gear checks.

E. PRE-EXIT GEAR CHECKS

a. Conduct a complete pre-exit equipment check with the student at 3,000 feet below exit altitude.

b. Have the student shrug and feel the leg straps to verbally confirm that they

are on and properly routed. c. Check that wings are fully zipped and thumb loops (if applicable) are on. d. Remind the student to be aware of his or her movement in the aircraft during

climb out.

* * *


4. Dive Flow for USPA Wingsuit Instructor Course

A. INTRODUCTION

1. After the classroom portion and prior to evaluations, the USPA Wingsuit Instructor/Examiner demonstrates how to conduct the student training and jump activities for which the USPA Wingsuit Instructor rating candidates are being rated and evaluated.

2. Candidates may practice the skills, supervised by the Instructor/Examiner and/or

staff, keeping in mind that course time is limited and evaluations must soon begin.

B. WINGSUIT INSTRUCTIONAL SESSIONS

1. How to conduct training for the USPA First Flight Course (―FFC‖)

a. Pre-jump b. Exit c. Flatspins d. Unstable flight e. Loss of heading

2. How to conduct practice and evaluation jumps: review and training of a student for the USPA FFC a. Equipment preparation b. Jump preparation c. Pre-boarding equipment check

3. Pre-boarding, boarding, climb-to-altitude, and pre jump sequence

a. Protection of student’s handles, cables, equipment at the aircraft for boarding and the climb to altitude

b. View of the airport, landing area, and flight pattern review


c. Dive flow review d. Pre-exit equipment check procedures and reminder to check gear e. Control of the student’s movement in the aircraft during climbout f. Spotting and pilot communications g. Exit recovery and flatspin techniques h. Student in-air observation and instruction, including demonstration of hand

signals i. Pull-time sequence j. Post-jump debrief

C. DIVE FLOWS

1. The Instructor Evaluator or his or her designee will act as the student:

a. Evaluation Jump 1

i. Wingsuit Instructor candidate exits from camera slot. ii. ―Student‖ exits with stability, flies with instability, fast fall rate, and wanders

over the sky. iii. Wingsuit instructor candidate uses hand signals, eye contact, and flight

direction to lead the ―student‖ back to planned deployment spot and DZ landing area.

iv. Wingsuit Instructor candidate and student verbally debrief the jump, then

review video (if available).

b. Evaluation Jump 2 (if only one jump is required to be conducted, Instructor Examiners should use the following dive flow)

i. Wingsuit Instructor candidate exits from camera slot ii. ―Student‖ exits with instability, goes into flatspin, recovers iii. Wingsuit Instructor candidate maintains reasonable distance from the

―student‖, engages student in reassuring eye contact, provides hand signals as necessary


iv. Wingsuit Instructor candidate and ―student‖ verbally debrief the jump, then review video (if available)

c. Evaluation Jump 3

i. Wingsuit Instructor candidate selects exit method ii. ―Student‖ may or may not fly with difficulty, at ―student’s‖ election

iii. Wingsuit Instructor candidate maintains reasonable distance from the


iv. Wingsuit Instructor candidate and ―student‖ verbally debrief the jump, then

review video (if available)

d. Evaluation Jump 4

i. Wingsuit Instructor candidate selects exit method ii. ―Student‖ may or may not fly with difficulty, at ―student’s‖ election

iii. Wingsuit Instructor candidate maintains reasonable distance from the


iv. Wingsuit Instructor candidate and ―student‖ verbally debrief the jump, then

review video (if available)

2. The Wingsuit Instructor candidate must receive a Satisfactory grade on the evaluation skydives.

3. Wingsuit Instructor candidates will be allowed one jump to achieve a Satisfactory

grade, if one jump is required for the course, and five jumps to achieve a Satisfactory grade if four jumps are required for the course.

D. GROUND INSTRUCTION

1. Wingsuit Instructor candidate will teach an entire First Flight Course to a student,

beginning with greeting and ending with final pre-boarding gear checks. 2. Wingsuit Instructor candidates should demonstrate understanding of and ability

to present information set forth in the USPA First Flight Course syllabus.


E. WRITTEN EXAMINATION

1. Instructor Candidate must score 80% or higher on open-book written test.

* * *


5. Conducting FFC Course Jumps

I. Manifesting.

1. Provide the correct information to manifest. Be sure manifest has a plan for pick-up/retrieval in the event of an off-landing.

2. Perform a complete pre-boarding equipment check on the student.

3. Review the dive plan at 4,000 feet prior to exit.

4. Conduct the pre-exit equipment check.

II. Video

1. Video has proven to be an effective training aid, but the Wingsuit Instructor must possess skills and experience allowing flight and training while operating a helmet-mounted video camera.

2. Outside camera flyer may be used

a. Minimum experience qualifications:

i. 100 wingsuit skydives

ii. 25 jumps flying camera with experienced wingsuit skydivers

III. Gearing Up and Pre-flight Gear Checks.

1. Gear Checks.

a. Three Gear Checks. Instructors should perform a complete gear check at least three times:

i. Before rigging up;

ii. Before boarding; and

iii. Before exit.

b. Check the Rig.

i. Always check the wingsuit and rig in a logical order, such as top to bottom, back to front.

1) Automatic activation device

Switched on

Calibrated


2) Rig configuration

Closing loop tight for properly closed container

Pilot chute handle easily reached

3) Main closing

Flap closing order and bridle routing correct

Slack above the curved pin

Pin fully seated

Tight closing loop, with no more than ten percent visible fraying

Pin secured to bridle with no more than ten percent fraying

Collapsible pilot chute cocked

Pilot chute and bridle with no more than ten percent damage at any wear point

Main deployment handle in place

4) Canopy release system and RSL

Correct canopy release assembly

RSL connected and routed correctly

5) Canopy release handle


6) Reserve ripcord handle



7) Harness adjustments

Leg straps and hardware

1. Threaded properly

2. Clip type: clipped and secure

3. Friction adapter type: threaded correctly, adjusted, and running end secured to prevent slippage

Chest strap and mudflap altimeter


1. Snap-type: connected and adjusted


c. Check the Wingsuit.

i. All zippers intact

ii. No rips, tears or excess fabric that may cover handles

iii. Handles not pulled into or covered by wingsuit

iv. All cables neatly secured (if applicable)

d. Checking the Helmet.

i. Adequate protection

ii. Fit and adjustment

e. Audible – settings:

i. 6500 feet

ii. 5500 feet

iii. 4500 feet

f. Chest Mount Altimeter

i. Readable by student (check for student farsightedness).

ii. Zeroed

g. Goggles

i. Clear and clean

ii. Tight

2. Attaching the Wingsuit to the Parachute Harness System.

a. Student Responsibility.

i. The student is responsible for attaching the wingsuit to the harness under the supervision of the Instructor.

ii. The student should be able to attach the wingsuit with minimal guidance from the Instructor.


b. Instructor Responsibility.

i. The Instructor is responsible for inspecting the attached wingsuit/harness system once it has been attached by the student. The Instructor should complete the first complete gear check at this point.

ii. Any mis-attachments or errors should be pointed out to the student for correction by the student. Consider delaying the FFC jump to focus on gear issues if the student appears to have difficulty with this subject.

3. Donning the Gear.


i. The student is responsible for attaching donning the gear.

ii. The student should be able to don the wingsuit and parachute harness system without input from the Instructor.


i. The Instructor is responsible for inspecting the gear once it has been donned by the student. The Instructor should complete the second complete gear check at this point.

ii. Areas of particular focus:

1) Instructors should pay particular attention at this point to harness attachment systems (i.e., leg straps and chest straps):

Instructors should instruct the student to feel his or her leg straps through the wingsuit fabric to make sure that they are on and tight.

Instructors should have the student shrug. The student should feel tension from the leg straps if they are on properly.

The Instructor should lift the back of the rig, under the BOC, to ensure that the leg straps are on and tight. If the rig moves more than 2‖, the leg straps may be too loose or not properly attached.

iii. Consider delaying the FFC jump to focus on gear issues if the student appears to have difficulty with this subject.

iv. Once the gear has been donned, the student should be instructed not to remove any gear without informing the Instructor.

IV. Walk-through; Boarding; Ride to Altitude.

1. Full Walkthrough.

a. Complete a full, geared up walk through of the skydive, from climb out to deployment.


b. Demonstrate several hand signals that may be used by the Instructor. Confirm that the student understands them.

c. The student should be able to complete the walkthrough with minimal input from the Instructor.

2. Confirm Weather Conditions.

a. Confirm that the Instructor has an up-to-date weather forecast.

b. Confirm surface winds and winds aloft are appropriate for wingsuiting.

c. Confirm sufficient daylight is remaining.

3. Boarding the Aircraft.

a. Student Equipment.

i. Monitor the student’s equipment.

ii. Encourage wingsuit and gear awareness.

b. Instructor’s Equipment.

i. If other experienced wingsuiters are present, ask for a gear check from one of them.

ii. This demonstration highlights to the student that even experienced wingsuiters seek out gear checks.

4. Review dive plan

a. Review dive plan at 4,000 feet below exit altitude.

5. Pre-exit Gear Checks.


b. Have the student shrug and feel the leg straps to confirm that they are properly routed.

c. Remind the student to be aware of his or her movement in the aircraft during climb out.

6. Spotting.

a. Instructor Responsibility.

i. The Instructor should ask the student to identify the proper spot for exit.

ii. The Instructor is responsible for confirming the spot and should not allow the first flight to occur unless the Instructor approves of the spot.


V. Wingsuit Exit and Flight.

1. Spotting.

a. Proper spotting techniques will help to assure an on-field landing.

b. Most students travel an average of 1 to 2 miles on their first wingsuit jump and the spot needs to be adjusted accordingly.

c. Flying a standard box pattern will help to avoid other skydiver traffic and will increase the likelihood of making it back to the dropzone.

d. The student should make a visual confirmation of the landing area as well as make a note of where other jumpers are relative to the drop zone.

e. The airspace also needs to be checked for aircraft or any other air traffic.

2. Climb Out and Exit.

a. The student gives the instructor a thumbs up.

b. Climb out or set up in door, breathe and prepare to exit.

3. Exit.

a. The Instructor should observe the exit to evaluate:

i. the students’ stability; and

ii. that the student delayed opening his or her wings as instructed to avoid the tail wing.

b. The student should establish stability as soon as possible.

4. Practice Pulls/Touches and Circle of Awareness.

a. After establishing stability, the student should complete three wave offs and practice pulls/touches as taught in the Ground School component of the FFC.

b. The student should demonstrate awareness by responding to hand signals from the Instructor and by being aware of his or her altitude.

5. Navigation.

a. The student should fly a standard pattern with minimal input or prompting from the Instructor.

b. The Instructor should note any discrepancies between the student’s actual flight path as compared to his or her planned flight path.


6. Deployment.

a. The student will wave off at 5,500 feet AGL and deploy not lower than 5,000 feet AGL.

b. If possible, the deployment sequence should be captured on video.

VI. Debrief.

1. Verify that the student has landed and returned safely to the hangar.

2. Provide a post-flight debrief.

a. Conduct a walk and talk, allowing the student to act out his or her perceptions of the jump first.

i. Particular attention should be paid to whether the student was aware of any mistakes he or she made during the jump.

ii. The Instructor should enquire whether the student had difficulty unzipping/opening the wingsuit following deployment.

b. Explain the jump from the instructor’s viewpoint.

1) Accentuate the positive.

2) Discuss areas for improvement.

ii. Review the video, if available.

c. Provide any necessary corrective training.

d. Conduct or overview the training for the next jump.

e. Record the jump.

i. Student’s logbook; and

ii. Appropriate segments of the Wingsuit Proficiency Card.

* * *


USPA First Flight Course Syllabus

I. Background.

1. Purpose of this Syllabus.

a. This USPA First Flight Course (the ―First Flight Course‖ or ―FFC‖) Syllabus was created to provide USPA Wingsuit Instructors (―Instructors‖) with a convenient reference document.

b. The FFC is intended to provide skydivers with the necessary instruction to allow them to conduct basic wingsuit flights.

c. Advanced training (for example, flocking in large groups, back flying, or night jumps) is outside the scope of the FFC, but is strongly encouraged by the USPA.

d. This Syllabus should be read together with:

i. Section 6-9 of the USPA Skydiver’s Information Manual (the ―SIM‖);

ii. The Wingsuit Instructor Rating portion of the USPA Instructional Ratings Manual (the ―IRM‖); and

iii. USPA Wingsuit Proficiency Card.

e. In the event of any conflict between the information set forth in this Syllabus and the information in the SIM or IRM, the SIM or IRM shall prevail.

2. USPA Wingsuit Instructor Rating.

a. The USPA Wingsuit Instructor and Instructor Examiner Ratings were developed by the USPA in response to several accidents involving inexperienced wingsuiters.

b. These accidents highlighted the need for uniform and standardized training for new wingsuiters at USPA member dropzones.

c. As part of that standardization, the USPA developed the FFC.

3. SIM Recommendations and Requirements.

a. Section 6-9(C)(1) of the SIM recommends that ―Before attempting a wing-suit jump, a skydiver should: have a minimum of 500 freefall skydives; or a minimum of 200 freefall skydives, made within the past 18 months; and completely read and understand all documentation and training information provided with the wing suit; and have the ability to perform exits and skydive


in the deployment position described in this outline before making a jump with the wing suit.‖

b. Before the adoption of the USPA Wingsuit Instructor Rating, the USPA recommended that skydivers ―receive one-on-one instruction from an experienced wingsuit jumper before attempting to fly a wingsuit‖.

c. With the adoption of the USPA Wingsuit Instructor Rating, the recommendation for instruction has been replaced with a requirement that all skydivers – regardless of experience level – successfully complete a FFC taught by a current USPA Wingsuit Instructor before attempting to first use a wingsuit.

II. Accepting a New Student into a FFC.

1. Confirm Student’s Experience. Before accepting a new student for a FFC, Instructors should confirm that the student’s skydiving experience meets or exceeds the USPA’s recommendations for wingsuiting set forth in SIM Section 6-9(C)(1).

a. Instructors should determine that the recommended number of jumps have been made by a review of the student’s logbook.

b. If a logbook is not available, the Instructor should seek verification of the student’s information from a reliable third party source (for example, the dropzone owner or manager of the student’s home dropzone).

2. Confirm the Student Has Appropriate Gear.

a. Instructors should then confirm that the student has appropriate skydiving gear to conduct a wingsuit skydive:

i. a lightly loaded, non-elliptical, docile main canopy with consistent opening characteristics and which is familiar to the student (see Section V(A)(1), below);

ii. a bottom of container, throw out pilot chute deployment system (see Section V(A)(2), below);

iii. an AAD (see Section V(A)(3), below); and

iv. a helmet with least one audible altimeter (see Section V(A)(4), below).

b. Students without appropriate gear should not be taken on FFC jumps.

3. Sign Wavers. Instructors should have the student read and sign appropriate waver and release forms as may be determined by the Instructor and/or the dropzone.

4. Arrange for payment of the Instructor.


III. Students Not Meeting USPA’s Wingsuit Recommendations. If a skydiver wishes to obtain wingsuit instruction without meeting the USPA’s recommended experience levels (or if a student otherwise presents a safety concern), the Instructor should:

1. decline to take the student on a first flight; and

2. encourage the student to obtain the necessary skills to safely wingsuit, through

a. learning more about wingsuiting and the ways in which it differs from traditional skydiving; and

b. completing tracking skydives, either Instructor-led or solo (skydivers should be reminded not to track up or down the line of flight), with the goal of

i. establishing basic navigation skills;

ii. emulating wingsuiting body positions; and

iii. emulating wingsuit deployment procedures.

IV. Learning Theory.

1. Overview.

a. This section is intended to provide a refresher on certain subjects addressed in the USPA Coach Rating Course.

b. Instructors are encouraged to regularly review the materials under the heading ―Basic Instructional Methods‖ found at Section 4 of the Coach Rating Course portion of the IRM.

2. Characteristics of a Good Instructor.

a. As teacher, you should:

i. assess each student’s current abilities and determine the starting point for the lesson;

ii. help the student set goals;

iii. ensure that learning takes place; and

iv. compare the student’s performance to his or her goals.

b. As leader and role model, you should:

i. set a good example;

ii. maintain a positive image;

iii. practice professionalism; and

iv. act as a motivator.


3. Applying Sports Psychology.

a. The student’s self-image is crucial to his or her ability to learn.

i. The Instructor’s feedback and assessment can significantly affect the student’s self-image.

ii. The ways in which suggestions for improvement are presented can change the message heard by the student. Instructors should:

1) provide positive feedback;

2) follow the positive feedback with suggested areas for improvement; and

3) follow the discussion of areas for improvement with a positive closing.

b. Apply the ―SMART‖ method to goal setting:

i. Specific – the training should be straightforward and designed to achieve the intended outcome;

ii. Measurable – there should be a means of gauging the student’s progress;

iii. Achievable – meaningful goals will improve the chance for success and reinforce a positive self-image;

iv. Relevant – the training should focus on the short and long term goals of the student, building from simple to complex; and

v. Timely – the short and long term goals need to be scheduled within a realistic timetable that provides enough time to achieve the goals while keeping the training focused.

c. Focus on the positive and avoid ―pink elephants‖.

i. Try to not think about a pink elephant – it’s almost impossible.

ii. Instructing students to ―not do‖ something may backfire; under stress, students will often revert to information that they are told – even if they if they were told not to do it.

iii. As an example, avoid saying phrases like ―don’t arch‖, and instead instruct students to ―fly flat‖ or ―cup the air‖.

d. Remember that different people learn in different ways:

i. Most are visual learners – they comprehend and retain information well when presented in visual form, so consider using:

1) pictures; and

2) personal demonstrations.


ii. A much smaller percentage are auditory learners – they comprehend and retain information well when presented in lecture format.

iii. Almost all are kinesthetic learners – they learn by doing.

1) For motor skills, this is particularly the case.

2) People remember 80% of what they hear and 20% of what they do.

3) Retention is greatest when practiced at repeated intervals separated by other activities. Consider:

repeating critical information several times during the course interspersed with other information; and

having students demonstrate key activities several times interspersed with other activities.

e. Apply the 90:20:8 Rule:

i. Training sessions should last no more than 90 minutes;

ii. Instructors should change the pace or activity every 20 minutes; and

iii. Involve the student every 8 minutes, through:

1) questions; or

2) engaging in an example.

f. Consider using the ―whole-part-whole‖ presentation strategy (See IRM, Coach Rating Course, Section 4-2(B)).

i. Describe the entire activity to be trained and tested in the lesson (―whole‖).

ii. Break the lesson into 7 (+/- 2) manageable related information segments and teach them (―part‖).

iii. Recombine the segments into the correct order before beginning the application (―whole‖).

4. Lesson Design and Presentation.

a. Instructors should establish a course outline and lesson plan:

i. Plans can be based on this Syllabus.

ii. Written plans are useful to help ensure all critical information is presented.

b. Instructors’ lesson plans should address the following issues:

i. Preparation of the student:

1) Explain the purpose of the course and what material will be taught;


2) Explain how course will be taught; and

3) Explain duration of the course.

ii. Presentation:

1) How will information be conveyed?

Which aspects will be discussed?

Which aspects will be ―hands on‖?

2) Will ―props‖ or other teaching aids be used?

3) Physical environment?

Avoid areas with excessive background noise.

Provide reasonable privacy to reduce self-consciousness.

iii. Application:

1) Use practice and repetition.

2) Use of simple words to describe important issues.

3) Arrange for uninterrupted practice.

iv. Evaluation:

1) How does the Instructor determine if information is understood?

2) Can student recap the lesson?

V. Ground School Syllabus.

1. Non-Wingsuit Gear.

a. Canopies. Instructors should discuss canopies that are appropriate for wingsuiting.

i. Non-elliptical, docile main canopies with consistent opening characteristics, with a wingloading of not more than 1.3, and having a bridle length of at least six feet from pin to pilot chute, are strongly recommended for FFC jumps.

ii. Students should be familiar with any canopy used on FFC jumps.

b. Pilot Chutes and Deployment Systems. Instructors should discuss pilot chutes and possible bridle modifications for wingsuiting.

i. Wingsuits create a large burble above and to the back of a skydiver, and may not provide the pilot chute enough air for a clean inflation and extraction of the deployment bag from the pack tray.


ii. Pilot chutes smaller than 24‖ are not recommended, due to wingsuiters’ slower fall rates, which may result in reduced snatch force.

iii. If wingsuiting becomes the student’s primary skydiving activity, bridle length should be increased as the wingsuiter moves into larger suits that create larger burbles.

iv. The bottom-of-container throw-out pilot chute is the only deployment system that should be used when wingsuiting.

1) Leg-mounted throw-out systems may not be used for wingsuiting as most wingsuit designs are intended to cover legstraps.

2) Ripcord-activated, spring-loaded pilot chutes should never be used when wingsuiting, because the suit’s large burble may prevent the pilot chute from functioning as intended.

v. A heavy deployment handle (pilot chute hackey) is not optimal for wingsuit skydiving, as the handle may prevent the pilot chute from clearing the suit’s burble.

c. AAD.

i. FFC students must use an AAD for FFC jumps.

ii. Instructors should encourage the use of an AAD while wingsuit skydiving generally.

d. Helmets and Audible Altimeters.

i. Students should wear a helmet for FFC jumps. Open face helmets are preferred but not required due to improved visibility and ability to communicate. Students should not wear video or still cameras on their FFC jumps.

ii. Audible altimeters are generally recommended for wingsuiting, due to the altitude disorientation that can occur as a result of the slow fall rate permitted by wingsuits.

1) Students must use at least one audible altimeter for FFC jumps.

2) Instructors and students should discuss appropriate alarm altitudes for FFC jumps. Typically, these are:

6,500 feet AGL (preparation for wave off and deployment);

5,500 feet AGL (deployment altitude); and

4,500 feet AGL (―low altitude‖ warning).


e. Chest or Mudflap Mount Altimeter.

i. Mudflap or chest mount altimeters permit wingsuit skydivers to check their altitude without significantly changing their body position or disrupting their flight.

ii. Students are encouraged, but not required, to wear a chest or mudflap mount altimeter for FFC jumps.

2. Wingsuit Selection and Attachment.

a. Discuss Wingsuit Designs.

i. Provide a general overview of the popular wingsuit models and advantages and disadvantages of different designs.

1) Monowing and triwing designs;

2) Wing sizes and shapes, and their advantages and disadvantages for:

Flocking;

Aerobatics;

Distance; and

3) Discuss popular cutaway and emergency systems in general.

ii. Provide all information concerning wingsuit designs and specifications in a neutral manner, without expressing any brand loyalties.

b. Wingsuits for Use in FFC Jumps.

i. Instructors should select a wingsuit for FFC jumps that is appropriate for use by a novice wingsuiter.

ii. Instructors should explain why a particular suit has been selected and should ask the students questions to confirm that they understand these concerns.

iii. Students should be encouraged to continue to use suits appropriate for novice wingsuiters following completion of the FFC. In no event should students be encouraged in the FFC to use or purchase an expert or advanced suit.

c. Care for Wingsuits.

i. Demonstrate care of the wingsuit:

1) Like canopies, wingsuits are made of nylon and other synthetic fabrics and will deteriorate when left exposed to sunlight for long periods of time.


2) Zippers on a wingsuit should be stowed fully open or fully closed.

3) Cables should be stowed either threaded through suit tabs, or loosely coiled to prevent kinks in the cable. Kinked cables may cause hesitation or complete failure of release of a wing or leg in an emergency situation. Instructors may wish to provide examples of damaged or poorly maintained suits as instructional aides.

ii. Ask the student questions about care and maintenance of wingsuits to make sure that he or she understands this information.

d. Attachment.

i. The Instructor must ensure that his or her student is fully capable of properly connecting the wingsuit to the parachute harness system used in a First Flight Course. Instructors should demonstrate the following:

1) Lay the parachute harness system on its back, placing the wingsuit on top of the harness system.

2) Pull the leg straps through the openings in the body of the wingsuit.

3) Assure that the entire leg strap system, including any articulated harness points, is fully through the suit access point. Fully zipping the body of the suit after placing leg straps inside may help reduce any potential confusion during the connection of the arm wings to the wingsuit body, although this varies with different suit designs.

4) The wingsuit may use cables, lacing, zippers, or other material to close the wing over the main lift web of the parachute system. Each of these systems may provide unique benefits and potential issues. The student should be advised how each of these systems differ, how to spot potential issues, and how to be certain the system is secure and properly connected to the parachute harness system.

Cable Thread Systems consist of a cutaway-style cable that runs through alternating torso and wing tabs, which keep the wing attached to the torso. By pulling on the cutaway cables, the wingsuiter can release the arms of the suit in an emergency. Cable Thread Systems (unless recommended otherwise by manufacturer) should always start on the bottom tab, body-side first, threaded to bottom wing-side tab. Threading the cable in this manner allocates the stress on the suit to the stronger (body-side) tab.

There are many different suit designs on the market that use a Zipper Attachment System. These systems generally come in two types:

1. ―Over the shoulder zippers‖. Generally, in this design, the wing isn’t detached from the torso even in an emergency, and the


―over the shoulder‖ zipper is usually only unzipped if the wingsuiter is removing the suit from his or her rig while on the ground. There may be a Velcro breakaway or other cutaway system or a ―safety sleeve‖.

2. ―Bottom of wing‖ zipper attachment. These may consist of a single zipper that attaches the wing to the torso or a Velcro mesh cutaway with an RSL-style latch at the bottom, used to release the wing.

3. Some wingsuit models have a ―safety sleeve‖ – a liner – that allows the arm wing to slide up the jumper’s arm upon deployment.

5) Instructors should demonstrate a wingsuit gear check without the student wearing the equipment

For a Cable Thread System, look to see if the cables are threaded correctly through the tabs, all the way up, with the wing cutaway handles properly secured

For a Zipper Attachment System, look to see if the zipper is attached properly and completely. If applicable, check that the velcro breakaway system isn’t bunched or pinched

Tug on the wing to make certain that it is well attached.

ii. Remove the suit from the parachute harness system, and have the student attach the wingsuit. Observe the attachment and provide guidance as necessary.

1) Have the student repeat this process until he or she can complete the attachment without guidance.

2) Have the student perform a wingsuit gear check while the parachute harness system and wingsuit are on the ground.

iii. Students should be able to recite the differences among each popular attachment system, and must be capable of connecting the parachute harness system to the wingsuit prior to being allowed to make their first FFC jump.

iv. The Instructor is responsible for checking the wingsuit and parachute harness system prior to the first flight to ensure they are safely, securely, and completely connected.

3. Wingsuiting’s Special Concerns. Instructors should generally describe the unique concerns created by wingsuit flight.


a. Restrictions on Motion.

i. Arm movements are generally more restricted during a wingsuit skydive, although the amount of restriction is model-specific. This can create hazards if a wingsuiter is unable to reach his or her toggles.

ii. Some suits do allow for a full range of arm motion, although pressurized cells in the wingsuit may make full arm movement more difficult.

b. Fall Rates.

i. A typical belly-to-earth skydiver has a vertical (downward) descent speed of approximately 120 miles per hour and a horizontal (forward) speed of zero.

ii. A typical wingsuit skydiver has a vertical (downward) descent speed of approximately 65 mph and horizontal (forward) speeds ranging between 40 to 90 miles per hour.

iii. The deployment of the parachute following a wingsuit skydive results in the canopy leaving the pack tray at approximately a 45 degree angle from the flight direction.

iv. The slower speed of the wingsuit skydiver generally provides for a slower opening, and skydivers may wish to pack their main canopy accordingly.

c. Importance of Navigation.

i. Wingsuits are capable of traveling tremendous distances from standard exit altitudes when compared to traditional skydivers.

ii. This means great care must be taken when planning exit points.

iii. Winds aloft must be taken into account, as should the potential for other canopy traffic.

4. Exits.

a. Exit Order and Position.

i. The minimum exit altitude for conducting a FFC course’s first flight is 9,000 feet AGL.

ii. Wingsuiters should be the last to exit the aircraft (i.e., after tandems), except for any skydivers deploying at or near exit altitude (―high clear and pulls‖).

iii. Exit position will vary with the aircraft used.

1) Regardless of the aircraft, Instructors should always choose an exit position for the student that allows the student to:


exit the aircraft in a stable manner; and

maintain eye contact with the instructor.

2) The Instructor’s exit position will vary with the aircraft and the Instructor’s ability. The Instructor may exit from a front or rear float, camera slot, backfly, or follow the student out the door. When choosing an exit position, the Instructor should place priority on:

maintaining proximity to the student;

maintaining stability and eye-contact with the student; and

not creating a distraction to or colliding with the student.

iv. Typical FFC Jump Exit:

1) As an example of a FFC jump exit from a typical aircraft:

Instructor checks the spot with student.

Instructor signals for an engine cut (if applicable).

Instructor climbs out.

Student takes position.

Instructor taps student on shoulder to indicate readiness.

Student provides an up, down, exit that puts his or her face toward the propeller of the aircraft.

2) This method not only provides a clean exit for both skydivers, but also provides for a good angle for video of the student exit.

v. Exit procedures should be practiced on the ground several times at the mockup until the student can physically and verbally demonstrate all points of the exit clearly and with confidence.

b. Avoiding Tail Strikes.

i. Students should be informed of the danger of collision with the tail of the aircraft if they open their arm wings immediately upon exit.

ii. Students should demonstrate a one second delay between exit and opening of their wings.

iii. Instruct student to open arm wings and then the leg wing. Opening the arm wing first helps prevent a head down body position.


5. Body Position for Flight.

a. Demonstrate Basic Neutral Body Position.

i. The Instructor should present the basic neutral position for the suit that the student will be flying in the FFC jump.

ii. Have the student practice this position.

b. Demonstrate How to Accelerate.

i. The Instructor should demonstrate how to accelerate.

1) To increase forward speed extend toes and de-arch.

2) Place the chin towards the chest with arms extended, head low.


c. Demonstrate How to Decelerate.

i. The Instructor should demonstrate how to decelerate.

1) Forward speed may be slowed through several techniques. The most basic method is to bend the leg at the knee, bringing the feet up.

2) Additionally, arms may be brought down, decreasing the angle of attack.


d. Demonstrate How to Turn.

i. The Instructor should demonstrate how to turn.

1) Turns can be completed through shifting shoulder position.

2) Small turns and sideward slides can be completed by cupping the air on the side of the turn.

ii. Have the student practice these motions.

e. Flat Spins and Tumbling.

i. Poorly aligned body position and overly aggressive turns can result in flat spins or tumbling.

ii. Students should be instructed that, in the event of a flat spin, they should ―ball up‖ (close both arm wings and the leg wings) to become stable, and open the wings gradually to achieve a stable, belly to earth configuration.

iii. If the student’s flat spin is uncontrolled after 10 seconds, or if the flat spin occurs below 6,000 feet AGL, the student should immediately deploy.


iv. Have the student practice this process.

f. Signals.

i. Present any hand signals that the Instructor intends to use during the first flight.

ii. Quiz the student on these signals after presentation and periodically throughout the remainder of the FFC.

6. Body Position for Deployment and Emergency Procedures.

a. Wave Off and ABCD. At 5,500 feet AGL, the student should wave off and deploy by 5,000 feet AGL. This altitude provides ample time to deal with any emergency procedures and provides ample time to unzip/release and stow any parts of the wingsuit that may require release.

i. Wave off by clicking the heels together three times.

ii. Arch;

iii. Bend knees;

iv. Close the leg wing; and

v. Deploy

1) Collapse both arm wings and reach right hand to the pilot chute handle

2) Throw the pilot chute symmetrically: the left hand makes a symmetrical ―fake pitch‖ as the right hand throws the actual pilot chute

3) Following release of the pilot chute, bring both hands forward symmetrically to the front of the harness.

4) Keep tail wing closed until the canopy is fully deployed.

b. Stability and Deployment Issues. Instructors should stress the importance of maintaining body symmetry and a closed tail wing throughout the deployment sequence to avoid difficulties with deployment (for example, line twists due to asymmetry or a pilot chute caught in the legwing burble).

c. Emergency Procedures. Emergency procedures for wingsuiting are no different than in traditional skydiving.

d. Following Deployment.

i. Unzip arm-wings first; remove thumb loops (if necessary); unzip leg zippers and remove booties.

ii. Tuck away or snap up leg wing (do this on the ground until it can be done without looking, so student can keep eyes on surrounding airspace under canopy).


e. Video. If video of the first flight is being recorded, the videographer (or Instructor, as applicable) should attempt to obtain footage of the complete deployment sequence.

f. Post-deployment Awareness.

i. Wingsuit skydivers often share canopy airspace with tandems and jumpers still on student status (as well as other jumpers that may have deployed higher than 3,000 AGL feet).

ii. As experienced skydivers, the FFC student should exercise care around these other canopies to avoid canopy collisions.

7. Navigation and Clouds.

a. Navigation.

i. Because wingsuiters can travel miles from exiting the aircraft to the point at which they deploy, navigation is a critically important skill.

ii. Winds aloft should be determined prior to FFC jumps. Students should not exit when the winds aloft exceed 40 knots. The pilot is often a useful resource for winds aloft information.

iii. Wingsuits generally fly a standard pattern, which may vary with the dropzone and air traffic concerns.

1) In a typical ―left hand pattern‖, the wingsuiter exits the aircraft and immediately turns 90 degrees from the line of flight for 10 to 30 seconds. They make a second 90 degree turn back along the line of flight, with significant separation between the wingsuiter and any deploying canopies.

iv. Instructors should plan the navigation for the jump using an aerial photograph of the dropzone and surrounding areas.

1) After outlining the desired pattern, the Instructor should plan the skydive with the student. Ask the student to identify where the proper exit point, turns, and deployment point should occur. Have the student identify and indicate reference points for the skydive.

2) The student should be able to plan a basic exit point, flight path, and deployment point that assures vertical and horizontal separation from other skydivers on the load.

3) Wingsuiters often deploy at altitudes where large canopy traffic may be found (for example, tandems and AFF students). The planned flight path must take this into account. Emphasis should be placed on deploying at a safe distance from tandem skydivers.


v. If multiple groups of wingsuiters are to exit on the same load, the groups should exit and fly in opposite directions (for example, the first wingsuit group to exit will fly a right hand pattern, and the second group will fly a left hand pattern). FFC students should exit with their instructor before experienced wingsuiters.

vi. There should be a minimum 10 second separation between wingsuit groups.

vii. Instructors should anticipate possible student out-landings and communicate a plan with the dropzone’s management. Students should be encouraged to carry a cell phone with them on all wingsuit jumps.

viii. The Instructor is not required to land with student that is landing off.

ix. If a student lands off, flies close to traffic, or makes any gross navigation mistakes, the Instructor should require another jump before signing off on the FFC.

b. Clouds and Visibility.

i. A hole in the clouds suitable for typical skydivers (see SIM Section 9, Part 105), may not be sufficient for wingsuit skydivers.

ii. Wingsuit skydivers must meet the requirements of (and it is recommended that they exceed the requirements of) FAR 105.17.

1) Below 10,000 MSL:

Three mile flight visibility;

Not less than 500 feet below clouds;

Not less than 1,000 feet above clouds; and

Not less than 2,000 feet horizontally from clouds.

2) Above 10,000 MSL:

Five mile flight visibility;

Not less than 1,000 feet below clouds;

Not less than 1,000 feet above clouds; and

Not less than 1 mile horizontally from clouds.

iii. Instructors should avoid taking students on first flights if weather conditions may present visual obstructions.

iv. If clouds are present, and there is any possibility that a student could accidentally enter a cloud, the student should be instructed prior to exit


that he or she should maintain a straight line flight path if he or she accidentally enters the cloud and should avoid making any radical turns while in the cloud.

8. Communication with Pilots and Other Skydivers.

a. Pilots.

i. Wingsuit skydivers often exit the aircraft following tandems, and are usually the last to exit the aircraft. Some factors to be carefully managed:

1) Inform the pilot if wingsuiters will remain in the plane for a minute or more following the exit of the last of the ―traditional‖ skydivers (especially when there are significant winds aloft)

2) Inform the pilot in advance if wingsuiters need an extended jump run requiring the pilot to power up the aircraft again prior to the wingsuiters’ exit.

3) A solid engine cut is necessary for wingsuiters to avoid colliding with the tail, particularly in low-tail aircraft. If the aircraft uses a ―cut switch‖ for pilot communication, remind the pilot of a necessary cut via the cut switch.

ii. The Instructor should demonstrate proper communications with the pilot of the aircraft and make any special arrangements on the ground if possible.

1) Pilots should not be distracted during takeoff or jump run.

2) Instructors should plan any communications with the pilot between 4,000 and 10,000 feet AGL.

3) Instructors should inform the pilot of any special needs, the number of wingsuiters exiting, and of any wingsuit floating exits.

b. Other Skydivers.

i. Wingsuiters should be aware of the deployment altitudes and types of skydiving activities (for example, tandem, RW, freeflying, etc.) that are being conducted on their loads.

ii. Wingsuiters should be aware of any skydivers on the load intending to deploy above 6,000 AGL.

iii. In no event should a FFC jump involve an intentional canopy flyby.


9. Confirm the Student’s Understanding.

a. Ask Questions.

i. Instructors should ask questions throughout the FFC to make sure that the student understands the material.

ii. At the conclusion of the presentation set forth above, the Instructor should encourage the student to ask any questions that the student may still have. The Instructor should repeat any material that appears to have been misunderstood or which requires additional explanation.

b. Perform a Walkthrough.

i. Following the completion of the First Flight Course Ground School but before gearing up, the Instructor should walk the student through the complete FFC jump.

ii. The student should be able to verbally relate the flight plan without prompting or coaching.

iii. The Instructor should confirm that the student knows any hand signals that the Instructor intends to use, and that the student is aware instructor may guide student via flight pattern.

iv. The student should be able to complete all of the activities without prompting by the Instructor.

VI. Gearing Up and Pre-flight Gear Checks.

1. Gear Checks.

a. Three Gear Checks. Instructors should perform a complete gear check at least three times:

i. Before rigging up;

ii. Before boarding; and

iii. Before exit.

b. Checking the Rig.

i. Always check the wingsuit and rig in a logical order, such as top to bottom, back to front.

1) Automatic activation device

Switched on

Calibrated


2) Rig configuration

Closing loop tight for properly closed container

Pilot chute handle easily reached

3) Main closing

Flap closing order and bridle routing correct

Slack above the curved pin

Pin fully seated

Tight closing loop, with no more than ten percent visible fraying

Pin secured to bridle with no more than ten percent fraying

Collapsible pilot chute cocked

Pilot chute and bridle with no more than ten percent damage at any wear point

Main deployment handle in place

4) Canopy release system and RSL

Correct canopy release assembly

RSL connected and routed correctly

5) Canopy release handle


6) Reserve ripcord handle



7) Harness adjustments

Leg straps and hardware

1. Threaded properly

2. Clip type: clipped and secure


Chest strap and mudflap altimeter


1. Snap-type: connected and adjusted


c. Checking the Wingsuit.

i. All zippers intact

ii. No rips, tears or excess fabric that may cover handles

iii. Handles not pulled into or covered by wingsuit

iv. All cables neatly secured (if applicable)

d. Checking the Helmet.

i. Adequate protection

ii. Fit and adjustment

e. Audible – settings:

i. 6500 feet

ii. 5500 feet

iii. 4500 feet

f. Chest Mount Altimeter

i. Readable by student (check for student farsightedness)

ii. Zeroed

g. Goggles

i. Clear and clean

ii. Tight

2. Attaching the Wingsuit to the Parachute Harness System.


i. The student is responsible for attaching the wingsuit to the harness under the supervision of the Instructor.

ii. The student should be able to attach the wingsuit with minimal guidance from the Instructor.



i. The Instructor is responsible for inspecting the attached wingsuit/harness system once it has been attached by the student. The Instructor should complete the first complete gear check at this point.

ii. Any mis-attachments or errors should be pointed out to the student for correction by the student. Consider delaying the FFC jump to focus on gear issues if the student appears to have difficulty with this subject.

3. Donning the Gear.


i. The student is responsible for attaching donning the gear.

ii. The student should be able to don the wingsuit and parachute harness system without input from the Instructor.


i. The Instructor is responsible for inspecting the gear once it has been donned by the student. The Instructor should complete the second complete gear check at this point.

ii. Areas of particular focus:

1) Instructors should pay particular attention at this point to harness attachment systems (i.e., leg straps and chest straps):

Instructors should instruct the student to feel his or her leg straps through the wingsuit fabric to make sure that they are on and tight.

Instructors should have the student shrug. The student should feel tension from the leg straps if they are on properly.

The Instructor should lift the back of the rig, under the BOC, to ensure that the leg straps are on and tight. If the rig moves more than 2‖, the leg straps may be too loose or not properly attached.

iii. Consider delaying the FFC jump to focus on gear issues if the student appears to have difficulty with this subject.

iv. Once the gear has been donned, the student should be instructed not to remove any gear without informing the Instructor.

VII. Walk-through; Boarding; Ride to Altitude.

1. Full Walkthrough.

a. Complete a full, geared up walk through of the skydive, from climb out to deployment.


b. Demonstrate several hand signals that may be used by the Instructor. Confirm that the student understands them.

c. The student should be able to complete the walkthrough with minimal input from the Instructor.

2. Confirm Weather Conditions.

a. Confirm that the Instructor has an up-to-date weather forecast.

b. Confirm surface winds and winds aloft are appropriate for wingsuiting.

c. Confirm sufficient daylight is remaining.

3. Boarding the Aircraft.

a. Student Equipment.

i. Monitor the student’s equipment.

ii. Encourage wingsuit and gear awareness.

b. Instructor’s Equipment.

i. If other experienced wingsuiters are present, ask for a gear check from one of them.

ii. This demonstration highlights to the student that even experienced wingsuiters seek out gear checks.

4. Pre-exit Gear Checks.


b. Have the student shrug and feel the leg straps to confirm that they are properly routed.

c. Remind the student to be aware of his or her movement in the aircraft during climb out.

5. Spotting.

a. Instructor Responsibility.

i. The Instructor should ask the student to identify the proper spot for exit.

ii. The Instructor is responsible for confirming the spot and should not allow the first flight to occur unless the Instructor approves of the spot.


VIII. Wingsuit Exit and Flight.

1. Spotting.

a. Proper spotting techniques will help to assure an on-field landing.

b. Most students travel an average of 1 to 2 miles on their first wingsuit jump and the spot needs to be adjusted accordingly.

c. Flying a standard box pattern will help to avoid other skydiver traffic and will increase the likelihood of making it back to the dropzone.

d. The student should make a visual confirmation of the landing area as well as make a note of where other jumpers are relative to the drop zone.

e. The airspace also needs to be checked for aircraft or any other air traffic.

2. Climb Out and Exit.

a. The student gives the instructor a thumbs up.

b. Climb out or set up in door, breathe and prepare to exit.

3. Exit.

a. The Instructor should observe the exit to evaluate:

i. the students’ stability; and

ii. that the student delayed opening his or her wings as instructed to avoid the tail wing.

b. The student should establish stability as soon as possible.

4. Practice Pulls/Touches and Circle of Awareness.

a. After establishing stability, the student should complete three wave offs and practice pulls/touches as taught in the Ground School component of the FFC.

b. The student should demonstrate awareness by responding to hand signals from the Instructor and by being aware of his or her altitude.

5. Navigation.

a. The student should fly a standard pattern with minimal input or prompting from the Instructor.

b. The Instructor should note any discrepancies between the student’s actual flight path as compared to his or her planned flight path.


6. Deployment.

a. The student will wave off at 5,500 feet AGL and deploy not lower than 5,000 feet AGL.

b. If possible, the deployment sequence should be captured on video.

IX. Debrief.

1. Verify that the student has landed and returned safely to the hangar.

2. Provide a post-flight debrief.

a. Conduct a walk and talk, allowing the student to act out his or her perceptions of the jump first.

i. Particular attention should be paid to whether the student was aware of any mistakes he or she made during the jump.

ii. The Instructor should enquire whether the student had difficulty unzipping/opening the wingsuit following deployment.

b. Explain the jump from the instructor’s viewpoint.

1) Accentuate the positive.

2) Discuss areas for improvement.

ii. Review the video, if available.

c. Provide any necessary corrective training.

d. Conduct or overview the training for the next jump.

e. Record the jump.

i. Student’s logbook; and

ii. Appropriate segments of the Wingsuit Proficiency Card.

* * *


Wingsuit Proficiency Card

USPA Wingsuit Proficiency Card

Student Name:__________________________________________________________ License: ________

Instructor Name:__________________________________________________________ License: ________

First Flight Ground School Inst. Initial

Non-wingsuit gear

Wingsuit selection

Gear up and suit rigging

Exits

Basic flying skills (body position, instability recovery, etc.)

Deployment procedures

Emergency procedures

Navigation and clouds

Communication with pilot and other skydivers

First Flight Jump Inst. Initial

Attachment of parachute harness system to wingsuit

Donning the gear

Ground gear check

In aircraft gear check

Spotting

Exit

Altitude awareness

Navigation

Deployed at proper altitude

Stable deployment

Execution of post-deployment procedures

Completed USPA First Flight Course and Cleared for Wingsuit Skydiving without a USPA Wingsuit instructor

Instructor Signature:__________________________________________________________ Date: ________


Conforming Amendments to SIM

To conform to the proposed Wingsuit Instructor rating program, Section 6-9(c) of the SIM would be amended as follows. Deleted text is marked as strikethrough, new text is marked as italic and bold. 1. Before attempting a wing-suit jump, a skydiver should: a. have either (i) a minimum of 500 freefall skydives; or (ii) a minimum of 200 freefall skydives, made within the past 18 months, and receive one-on-one instruction from an experienced wing suit jumper b. completely read and understand all documentation and training information provided with the wing suit c. have the ability to perform exits and skydive in the deployment position described in this outline before making a jump with the wing suit 2. Training by an experienced wing-suit flyer should cover the following topics: a. gear selection, especially canopy choice and the deployment device b. rigging and wearing the wing suit c. aircraft pilot briefing and skydiver heading awareness during wing-suit flights d. aircraft exit techniques e. basic flight techniques for wing-suit flights f. deployment procedures g. emergency procedures 2. Skydivers first attempting to wingsuit on or after [insert date of adoption of USPA Wingsuit Instructor Rating] must satisfactorily complete a USPA First Flight Course taught by a rated and current USPA Wingsuit Instructor before attempting to wingsuit either alone or with non-Wingsuit Instructor rated skydivers.

jpd final rev

Proposed Wingsuit IRM

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Transcript of Proposed Wingsuit IRM