THE INTERNATIONAL BODYFLIGHT ASSOCIATION › uploads › lessonplans › ...2017/10/12 · No...

WIND TUNNEL INSTRUCTOR MANUAL

THE INTERNATIONAL BODYFLIGHT ASSOCIATION

ii

WIND TUNNEL INSTRUCTOR MANUAL, v. 3.11, September 2017 • Please note that all information contained in this document is the confidential property of the IBA

Published by International Bodyflight Association6034 West Courtyard Drive, Suite 135Austin, TX, 78730www.tunnelflight.comCopyright © 2004-2017 by International Bodyflight Association, Austin, TXManufactured in the United States of America.

No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning or otherwise, except as permitted under Sections 107 or 108 of the 1976 United States Copyright Act, without the prior written permission of the Publisher. Requests to the Publisher for permission should be addressed to the Copyright Department, International Bodyflight Association, 6034 West Courtyard Drive, Suite 135, Austin, TX, 78730, (512) 674-9200, E-mail: [email protected].

DISCLAIMER OF WARRANTY: While the publisher and authors have used their best efforts in preparing this manual, they make no representations or warranties with respect to the accuracy or completeness of its contents and specifically disclaim any implied warranties of merchantability or suitability for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials. The advice and strategies contained herein may not be suitable for your particular situation; you should consult with a professional where appropriate.

ASSUMPTION OF RISK: By using this manual you agree that you are voluntarily participating in the activities describe herein, including but not limited to, the use of the equipment, facilities, and premises. You are assuming, on behalf of yourself, all risk of personal injury, death or disability to you that might result from said participation. You also understand that free fall simulators have inherent risks.

RELEASE OF LIABILITY: By using this manual you agree on behalf of yourself and your personal representatives, successors, heirs, and assigns to hold the International Bodyflight Association and its affiliates, instructors, officers, directors, agents, employees, and members, as well as the property owner and tenants of the wind tunnel property and the owners, manufacturers and installers of the equipment comprising the wind tunnel (collectively, the “Releasees”) harmless from any and all claims or causes of action arising out of my activities in the wind tunnel.By using this manual you expressly release and discharge Releasees from any and all liability, claims, demands or causes of action whatsoever arising out of any damage, loss, personal injury or death to you while participating in any of the activities, including without limitation, use

http://www.tunnelflight.com

mailto:info%40tunnelflight.com?subject=

Credits iii


of the vertical wind tunnel, receiving instruction, strenuous bodily movement, and exposure to extreme wind conditions. This release is valid and effective whether the damage, loss or death is a result of any act or omission on the part of any of Releasees or from any other cause. This Waiver and Release of all liability includes, without limitation, injuries, illness, or accidents, which may occur as a result of (a) use of the facility or its improper maintenance, (b) use of any equipment which may malfunction or break, (c) improper maintenance of any equipment, (d) instruction or supervision, or (e) slipping and falling while in the facility or on the surrounding premises.

Trademarks: International Bodyflight Association, the International Bodyflight Association logo, and related trade dress are trademarks or registered trademarks of International Bodyflight Association, in the United States and other countries, and may not be used without written permission. All other trademarks are the property of their respective owners.

is a trademark of International Bodyflight Association.

CREDITSProject CoordinatorsRusty Lewis

Craig Buxton

Axel Zohmann

Content Development TeamRandy Ashley

Michael Biederman

Craig Buxton

Michael Carney

Chris Dixon

Carlos Euribe

Ted Foster

Rusty Lewis

Luca Montagnese

Derek Percoski

Kris Reynolds

Frazer Smith

Trevor Thompson

Joe Winters

Axel Zohmann

Tunnel FlyersMichael Biederman

Chris Dixon

Carlos Euribe

Rusty Lewis

Dan Perry

Drew Steele

Joe Winters

Airflow ControllersMichael Biederman

Aaron Necessary

Hand SignalsJordan Lamach

Mick Nuttall

PhotographersRandy Ashley

Craig Buxton

Rusty Lewis

Jawad Metni

Nate Roth

George Wheeler

Axel Zohmann

Foreward iv


FOREWARDThis manual acts as an overview of the International Bodyflight Association’s

Instructor training and rating systems. Successful completion of each of the

individual Instructor Levels is an accomplishment in which you will be able to take

considerable pride and one that will initially start and ideally continue your career as

an IBA-rated Instructor.

The skills, hard work, dedication, physical challenges and intelligence necessary to

become a tunnel instructor are not for everyone. Many people, having started down

the path of bodyflight, come to find it irresistible. The opportunity to continuously

challenge ourselves is rare, and the opportunity to do it in an environment as fun,

exciting, and dynamic as flight is even rarer. The information presented in this manual

represents years of hard work, experimentation, discussion and teamwork by staff

from facilities around the world.

This manual and other training material, including online training videos and the

IBA website will provide you with the information needed to operate as a professional

tunnel flight instructor.

I hope that you enjoy this program as much as we have enjoyed creating it. Please

feel free to provide feedback or support, as the International Bodyflight Association is

dedicated to continuing to develop our products, resources, and programs

Rusty Lewis

International Bodyflight Association

September 2017

introduCtion v


INTRODUCTIONAs a bodyflight instructor who has been trained

and rated by the International Body Association

(IBA), you will have the privilege of introducing

people to the thrilling sport of bodyflight.

However, with this privilege comes serious

responsibility. The instructor’s role demands

sensitivity to different skill levels, a constant

awareness of the client, knowledge of the effects

caused by different body weights and sizes, and

quick physical responses.

In order to foster these qualities, you will initially

complete an intense, 17-day, 12-tunnel-hour

training program to complete the first of the

four Instructor levels. Successful completion will

allow you to develop and practice your teaching

methodology, perform various tunnel maneuvers

and most importantly, develop and demonstrate

your awareness of safety protocols. As you gain experience as a level 1 Instructor, you will be invited to progress through the rest of

the program to ideally become a well-rounded and competent Level 4 Instructor.

Use this manual, the accompanying online training videos, and briefings from your trainer as important resources for each of the

training levels. You are expected to read through this manual and view each training video prior to each relevant training session.

The information contained here along with the briefings and practice, will help you develop a mastery of each skill. Each chapter

covers a different subject related to tunnel instruction and website will provide training videos that will help prepare you for

learning each Instructor skill. For each skill, there is a set of objectives that you must meet in order to demonstrate that you can do

introduCtion vi


the skill illustrated in each video. For certification at the end of each Instructor Level,

you will be evaluated primarily on your ability to do all the skills contained within

the training program along with your personal flight skills and ability to identify

situations needing attention. Your trainer will observe you on a continual basis and

will provide you with daily evaluations. The daily evaluations will be combined into a

final performance evaluation for each level. Up to the point of being certified as a Level

I Instructor, you will be referred to as a Trainee.

Prior to beginning your first training session, you are required to become a member

of the International Bodyflight Association via the IBA website. Once you become a

member, our staff will upon request from your trainer generate an Instructor profile for

you that will allow you access to the specific training material needed for the training

sessions.

Again, the most important aspect of being an instructor is ensuring the flyer’s safety.

The principles defined by the IBA as well as the techniques that you will learn as part of

this training program will help you achieve this goal.

Link to Skills Videos

Instructor Roles

The various instructor roles are:

l Tunnel Operator

l Instructor Levels I, II, III, IV

l Trainer Levels I, II, III, IV

l Examiner

Qualifications

An instructor must:

l Be able to work in a physically strenuous environment for periods up to one hour without a rest

l Have good hand–eye coordination and quick reaction reflexes.

l Accept the possibility of personal injury and be willing to endure such injury to protect tunnel flyers

l Be alert, outgoing, confident, and enjoy working in a team environment

l Project professional and confident behavior

l Possess excellent communication skills and enjoy teaching students

l Be flexible and in excellent physical condition

http://www.tunnelflight.com

https://www.tunnelflight.com/skills

assessment strategy vii


ASSESSMENT STRATEGY

Training ObjectiveWhat is to be learned?

Desired OutcomeWhat are the expected, measurable outcomes?

TeachingWhat methods should be employed to achieve the desired outcome?

AssessmentWhat tool will be used to assess the activity and measure the desired outcome?

Demonstrate personal flight skills relevant to the Instructor rating.(All Levels)

The candidate can perform the relevant flight skills as detailed within the IBA Flyer Progression System accurately, demonstrating full control throughout.

These skills will be taught by the supervising Trainer using a variety of classroom based activities and practical tunnel flying that will be delivered in accordance with the relevant Flight Tutorials.

Qualitative and continuous assessment by teaching and observing personal flight skills and repeating them until the sufficient standard is achieved.

Deliver a complete First-Time Flyer (FTF) class.(Level 1)

The candidate can deliver a complete FTF session with actual customers demonstrating a clear understanding of the safety issues relating to the activity that is being conducted. This will include initial briefings and post flight debriefing. The FTF session should also be delivered with enthusiasm to ensure that it is a positive customer experience.

These skills will be taught in a progressive manner by completing all the relevant TOs within the Instructor curriculum. The Trainer will demonstrate and provide the necessary classroom based and tunnel flying based experiences for the candidate to progress logically in a safe manner.

Qualitative and continuous assessment of each TO, culminating in the delivery of at least 5 complete FTF classes.

Deliver a complete Return Flyer (RF) class, including all transitions relevant to the flight skill. (All Levels)

The candidate can deliver a complete RF session with actual customers demonstrating a clear understanding of the safety issues relating to the Level of the activity that is being conducted. This will include all transitions relevant to the activity and the level of flyer. The RF session should also be delivered with enthusiasm to ensure that it is a positive customer experience.

These skills will be taught in a progressive manner by completing all the relevant TOs within the Instructor curriculum. The Trainer will demonstrate and provide the necessary classroom based and tunnel flying based experiences for the candidate to progress logically in a safe manner. The candidate is to demonstrate clear knowledge of the IBA Flight Progression chart and a clear understanding of the activity that the RF will conduct.

Qualitative and continuous assessment of each TO, culminating in the delivery of at least one complete RF class, relevant to the Instructor Level being taught, which may be combined/mixed with one of the FTF classes above.

These are the guidelines your trainer will use to assess whether or not you have met the minimum standards required to achieve an

IBA instructor rating at each level of your training.

assessment strategy viii


Training ObjectiveWhat is to be learned?

Desired OutcomeWhat are the expected, measurable outcomes?

TeachingWhat methods should be employed to achieve the desired outcome?

AssessmentWhat tool will be used to assess the activity and measure the desired outcome?

Supervise IBA Coach’s operating within the tunnel(All Levels)

The candidate is able to supervise a flight session that includes an IBA Coach plus at least one other flyer who is being coached. The candidate should be able to assure safety at all times and provide a clear and unambiguous safety briefing to the Coach, noting all relevant wind speeds and activities being conducted

These skills will be taught in a progressive manner by completing all of the relevant TOs within the Instructor curriculum. The Trainer will demonstrate and provide the necessary classroom based and tunnel flying based experiences for the candidate to progress logically in a safe manner. The candidate is to demonstrate clear knowledge of the IBA Flight Progression chart and a clear understanding of the activity that the Coach and his "student" will conduct

Qualitative and continuous assessment of each TO, culminating in the delivery of at least one complete coaching session which may be combined/mixed with one of the FTF/RF classes above

Operate as an Airflow Controller(Level 1)

The candidate is able to operate a full class as an Airflow Controller, without supervision, with clear communication with the duty Instructor, with a clear understanding of all the safety procedures and actions.

These skills will be taught in a progressive manner by completing all of the relevant TOs within the Instructor curriculum. The Trainer will demonstrate and provide the necessary classroom based and tunnel flying based experiences for the candidate to progress logically in a safe manner. The candidate is to demonstrate clear knowledge of the local operating and safety procedures.

Qualitative and continuous assessment of each TO, culminating in the delivery of at least six complete flight session

ASSESSMENT STRATEGY (continued)

taBLe oF Contents | ix

CONTENTSCredits . . . . . . . . . . . . . . . . . . iii

Foreward . . . . . . . . . . . . . . . . . iv

Introduction . . . . . . . . . . . . . . . . v

Assessment Strategy . . . . . . . . . . .vii

INSTRUCTOR LEVEL 1 9Required Knowledge . . . . . . . . . . . . . 10

Tunnel Operations & Physical Plant . . . . 10

The New Flyer Experience . . . . . . . . . 13

Hand Signals . . . . . . . . . . . . . . . 14

Control Room Duties . . . . . . . . . . . . 17

Classroom Procedures . . . . . . . . . . 20

Gear Procedures . . . . . . . . . . . . . . 21

Emergency Procedures . . . . . . . . . .22

Physical Requirements . . . . . . . . . . .25

Instructor - Physical Fitness . . . . . . . .25

Warm-Up Exercises and Stretching . . . .27

Flying Skills . . . . . . . . . . . . . . . . 28

Belly-Flying . . . . . . . . . . . . . . . .29

Back-Flying . . . . . . . . . . . . . . . .32

Sit-Flying . . . . . . . . . . . . . . . . .35

Walking . . . . . . . . . . . . . . . . . 38

Stability Drills . . . . . . . . . . . . . . .40

Teaching Skills . . . . . . . . . . . . . . . . 41

Walking with Flyers . . . . . . . . . . . .42

Controlling Flyers . . . . . . . . . . . . .43

Spotting . . . . . . . . . . . . . . . . . .45

Tunnel Entrances . . . . . . . . . . . . .49

Tunnel Exits . . . . . . . . . . . . . . . .50

Multiple Flyers. . . . . . . . . . . . . . .52

Spotting from the Door . . . . . . . . . .54

Team Skills . . . . . . . . . . . . . . . . .55

Team Building . . . . . . . . . . . . . . .55

Management Skills . . . . . . . . . . . . .56

Tunnel Time Management . . . . . . . . .56

Safety Meetings . . . . . . . . . . . . . .56

Evaluations . . . . . . . . . . . . . . . . 58

Video Debriefing . . . . . . . . . . . . . 58

Daily Performance Evaluations . . . . . 58

Performance Evaluation & Certification . .59

Flyer Ratings . . . . . . . . . . . . . . . 61

IBA Flyer Ratings Chart . . . . . . . . . .64

Instructor Ratings . . . . . . . . . . . . .65

IBA Instructor Ratings Chart . . . . . . . .70

Emergency Checklist. . . . . . . . . . . . . 71

taBLe oF Contents | x

FLOATING SKILLS 72Flying with Students . . . . . . . . . . . . . 73

Process . . . . . . . . . . . . . . . . . . 74

Safety . . . . . . . . . . . . . . . . . . . 76

Briefing (Instructor to Flyer) . . . . . . . .78

INSTRUCTOR LEVEL 2 79Teaching Skills . . . . . . . . . . . . . . . 80

Teach Back-Flying . . . . . . . . . . . . 80

Teach Level II Transitions . . . . . . . . .87

Teach Walking Skills . . . . . . . . . . . .97

List of Charts & Figures 103

9

WIND TUNNEL INSTRUCTOR MANUAL, v. 3.1, May 2016 • Please note that all information contained in this document is the confidential property of the IBA

INSTRUCTOR LEVEL 1

10


instruCtor LeVeL 1 - required KnowLedge | 10

REQUIRED KNOWLEDGE Tunnel Operations & Physical Plant

How a wind tunnel worksAs an instructor, you will often be called upon to tell customers how a

vertical wind tunnel works. Without going into too much technical detail,

you should be able to describe the basics, which are explained below.

The fans at the top of the flight chamber draw air up from the bottom

through the inlet, which accelerates the air to free fall speeds. In a

recirculating tunnel, the air transitions through a series of ducts to be

redirected in a closed loop. The airflow controller at the control station can

alter the fan controls to increase or decrease the tunnel wind speed.

The fans are located at the top so that the turbulence they create

does not enter the flight chamber. Turbulence may also be caused by

inconsistencies in the air drawn into the inlet. Because of this, flow

straighteners are used to improve the consistency of the air in the flight

chamber.

The acceleration of the air causes a drop in pressure and temperature.

This drop in pressure creates a marginal pressure difference between

the air in the flight chamber and the air outside of the tunnel. In some

facilities, this pressure difference is the reason for the pressure door

system between the outside air and the flight chamber.

As an instructor, you must ensure

that the pressure doors are closed

and sealed before any tunnel

operation.



In newer facilities that incorporate high-pressure design, the pressure difference is

dispersed through the airflow path. At these facilities, it is possible to operate the

staging area doors during flight operations, however, it is important that you ensure

any operable doors located next to the flight chamber doorway are not used during

flight operations.

A few wind tunnel facilities do not recirculate the airflow, but rather, are open-flow

tunnels. At those locations, the drop in temperature can, under certain conditions,

cause moisture to condense in the flight chamber on the net and on the walls.

Moisture on the walls will degrade the professional appearance of the tunnel

and affect the experience of the observers and flyers. Extra attention under these

conditions may be needed to keep the glass clean. Moisture on the net and walls can

make those surfaces slippery, affecting safety. Awareness of wet conditions should

cause you to exercise caution when anyone is walking on the net or using their feet

on the walls.

In recirculating tunnels, redirecting the air through ducts and turning vanes inevitably

causes some amount of drag. This drag ultimately manifests itself as heat. This in turn

raises the temperature in the flight chamber.

To compensate for this, some recirculating tunnels have louvers in the return air

tower(s) that allow for the exchange of heat and air with the outside, while other

recirculating tunnels use a water chiller to control the temperature.

You will be required as part of completing this course to understand the design and

correct operations of your base facility.

Recirculating tunnel: iFLY SF Bay

Open flow tunnel: SkyVenture Arizona

Recirculating tunnel: iFLY Chicago-Rosemont


WIND TUNNEL INSTRUCTOR MANUAL, v. 3.0, January 2015 • Please note that all information contained in this document is the confidential property of the IBAWIND TUNNEL INSTRUCTOR MANUAL, v. 3.11, September 2017 • Please note that all information contained in this document is the confidential property of the IBA

Facility LayoutMost facilities are comprised of a guest check-in area, a gear-up area, the flight

chamber and staging area, the control room, an observation area, a classroom/party/

conference room, and restrooms.

In normal operations, a designated classroom area is assigned for the safety briefing,

discussion of flying techniques, and gear–up before proceeding to the staging

area and flight chamber. The layout of each facility can vary slightly but mostly,

the classroom and gear-up areas are on the flight deck level surrounding the flight

chamber.

The flying chamber, depending on the diameter, can generally accommodate up to four

or six experienced flyers, although entertainment market facilities will usually work

with one flyer at a time.

The start-up procedure & required safety inspection As an instructor, you will be responsible for and should be able to perform facility

safety inspections and start–up procedures. Safety inspections must be completed,

and start-up procedures followed, prior to the first flight of each day. These inspections

and procedures will vary depending on the tunnel. Ensure that you are familiar with

your tunnel’s operations manuals and local regulations.

Check-in area

Gear up

Staging area



The New Flyer ExperienceTo help you better understand the role of an IBA Instructor you must take a turn as a

customer.

Every action of an IBA Instructor should be about safety and customer satisfaction.

The flow of events described here provides a dynamic entertainment experience for

the flyers, while an emphasis on individualized supervision and interaction promotes

safety.

Typical sequence for a first-time flyer:1. At the reception area, the flyer signs a waiver, purchases a ticket, and learns about

benefits and the availability of photos, videos or other media.

2. The flyer waits in designated area for instructor.

3. The flyer meets the instructor(s) who will conduct the training and flight session.

4. The flyer then moves to the classroom to watch an introductory video and become familiar with the proper body position, while being introduced to hand signals that will be used to communicate in the flight chamber.

5. The flyer moves to the gear area and is fitted with a jumpsuit, pads, helmet, goggles, earplugs and shoes. For safety reasons the instructor will ask everyone to empty their pockets, remove all jewelry and all personal items.

6. The instructor performs a gear check and then leads everyone to the flight chamber.

7. At the direction of the instructor the class enters the staging area and sits on the bench to begin.

8. After the session is complete, the flyers de–gear under the direction of the instructor.

9. Flyers then receive their flight certificates and any purchased media and retrieve their personal items from the storage lockers.

10. At this point the instructor thanks everyone for flying and informs them of return visit opportunities and IBA membership benefits.

Training session

Gear area

Flight chamber



Hand SignalsNon-verbal techniques are used as the primary means of communication while inside the flight chamber. It would be impractical to

use vocal communication during a flight session, due to the level of noise as well as the separation between the airflow controller

and the instructor. It is often necessary for those working in the chamber to give direction, feedback, and commands in order to

maintain a safe learning environment for the flyers. Hand signals, along with other body gestures, allow instructors, flyers, airflow

controllers, trainers and trainees to communicate with each other.

Communicating with flyersInstructors must be able to communicate with flyers of all experience levels inside the flight chamber. In order to make this

interaction successful, a pre–brief of the signals that might be used is vital to avoid any confusion.

You will use a limited number of signals with inexperienced flyers. The most often used signals will be the ones used to get them

into a relaxed neutral body position. These flyers usually have a limited amount of time set aside for their pre–brief as well as a short

flight time. Their experience is likely to be improved if the instructor is able to limit the amount of information provided to them.

Chin up Relax Bend your legs Thumbs up Straighten your legs

Hand Signals to Use with First-Time Flyers



An instructor’s interaction with experienced flyers might

include a broader range of signals that are designed to teach

more advanced techniques, or prohibit unsafe behavior. When

you are working with these types of flyers, you will find that

they are better able to assimilate more information during their

pre–briefs. Also, they are usually more relaxed and aware during

their flight allowing the use of a greater number of signals. They

may also be able to better understand gestures that were not

specifically addressed before their flight.

The placement of your hand signals is important so as to

provide the flyer the best chance of understanding what your

specific requests are. During your briefing you should explain

to your flyers what they can expect from you once inside the

chamber, and where they can expect you to position the signals

to which they should respond.

Belly fly Back fly Wider legs Stand up

Ensuring clear and visible signals will encourage a better

response from the person receiving the signal. Giving fast,

unclear and imprecise signals can confuse students, which can

often lead to incorrect responses; a flyer’s body position might

then change in an unexpected manner.

Hand Signals to Use with More Experienced Flyers



Communicating with the airflow controller

Instructors and airflow controllers must be able to communicate with each other

about any media used to record the session, the timing of customer flights, managing

difficult flyers, unsafe tunnel conditions, and most significantly, the desired wind

speed. Although experienced airflow controllers can predict what airspeed an

instructor might want for his students, the instructor inside the tunnel will often make

the final decision as to what the desired wind speed will be.

In order for the operation to run as smoothly as possible, the instructor and airflow

controller must act as a team in an effort to ensure flyers have a safe and enjoyable

experience in the tunnel.

As an instructor, you will often encounter flyers who require a greater amount of

attention; this will often mean using both hands on the flyer in order to maintain

control. Giving a hand signal in these cases can be very difficult, so with the help of the

airflow controller providing the necessary signals you can neutralize a flyer’s position.

Turn the wind up

Turn the wind down

Emergency stop

Hand Signals to Use with The Controller



Control Room Duties

The airflow controller position is critical to safe tunnel operations. The controller

carefully observes both the instructor and flyers in the tunnel, and is sensitive to all

hand signals as well as to what the machinery is doing. All instructors must become

familiar with control room operations because they must understand the role the

airflow controller plays in the safety of the flyer, and they must work together with the

controller as a team.

Individual configurations may vary, but a typical description is as follows. There is

either a joystick or turn dial control to the lower right of the corner of the display panel;

this is the main wind speed controller.

On the display there are scales that

provide a read–out of the flight chamber

wind speed and the current percentage

of the fan’s power being used. As a

controller, you want to work with the

instructor and use these fan controls

to keep a novice flyer at a level between

waist and head high.

The panel also provides additional

information about each of the fans. For

safety, and to prevent the failure of one

of the fans, the control system will shut

the fans down automatically if an out-

of-balance fan blade or other unusual

condition occurs.

Other situations may require you to

manually activate the emergency

shutdown switch.

The airflow controller adjusts the fan

speed to move air through the flight

chamber. As the controller and instructor

learn to act as a team, the controller



should always defer to the instructor and adjust the wind speed to accommodate the

wishes of the instructor.

After the start of a flight, adjustments of the wind speed by the instructor may be

made by hand signals using the index finger: up for more air or down for less air. The

controller can also make adjustments based on their understanding of what the flyer

needs to stay at a safe level. If the controller notices a flyer going up and stiffening

her body position, he or she may reduce the wind speed to help keep the flyer at

a comfortable level. Or if the flyer’s helmet comes off, the controller should bring

the wind down, without the need for a hand signal from the instructor, to allow the

instructor to assist the flyer in exiting.

The controller may also have to adjust the wind speed if there is any reason for

concern about injury after a spot. After a serious spot, may bring the wind down to

check with the instructor that everyone is alright and ready to continue.

The controller needs to maintain focus on the activities in the flight chamber and act

as a second set of eyes for the instructor.

Control room duties are critical to safety. When acting as controller you must be

vigilant and maintain situational awareness. Because it is not as active as the role of

the instructor, it may be natural to allow your attention to wander. Instead be active,

take part, and keep yourself focused on safety.

When to Depress the Emergency Stop Button:

l When the instructor gives the emergency stop hand signal, (a clenched fist)

l When there is a structural problem, mechanical problem or any problem that may interfere with the safe operation of the tunnel; remember to shut down only if the flyer is below waist level—to avoid a long plunge. If the flyer is above waist level, gradually reduce the power to force a descent, and then if necessary use the emergency stop button when the flyer is below waist level.

l When the instructor is hurt and unable to give a signal; remember to shut down only if the flyer is below waist level—to avoid a long plunge. If the flyer is above waist level, gradually reduce the power to force a descent, and then, if necessary, use the emergency stop button when the flyer is below waist level.



Controllers should keep a look out for:

l A distressed flyer

l A flyer wearing jewelry

l Loose helmets, goggles or shoes

l Flyers entering flight chamber without authorization of the instructor

l Anything out of the ordinary with the flyers in the staging area

The instructor signals “emergency stop.”



A novice class:

1. Watch and discuss the introductory flight video.

2. Briefly explain hand signal communication.

3. You might elect to invite some or all of your flyers onto the bench to demonstrate the hand signals you will use to adjust their body position.

4. Discuss how you will assist on entries.

5. Describe how they should handle themselves if they make contact with the wall.

6. Emphasize the goal of having a slow, smooth flight.

7. Discuss how you will assist on exits.

8. Cover all safety instructions, including "no flips," "no rolls," "supervise all children," "keep gear on at all times.

9. Allow for question and answer session at the end of class.

Classroom ProceduresEvery flyer needs to take part in a briefing with you, the instructor, prior

to a tunnel experience. This helps ensure that you and the flyer are aware

of what is expected during the flight. This will increase the safety and

enjoyment of the experience for the flyer. By clearly expressing to flyers what

they will experience and their responsibilities, you will increase the chances

of a successful, positive experience.

Confidence in your abilities and a friendly attitude are some of the most

important qualities you can project in the classroom. Some of the most

effective teaching techniques are the most simple: maintaining eye contact,

clearly projecting your voice, giving praise, involving the participants, and

using teaching aids such as the whiteboard and videos. You should avoid

using a monotone voice or displaying any distracting habits.

Generally, for a group of novices, the instructor should use the briefing to

explain to flyers what they are about to experience. For more experienced

flyers, the briefing is more collaborative, but the instructor does ensure that

each flyer understands what skills he or she is allowed to learn or exhibit.

Since there are potential hazards associated in every tunnel activity, safety

should be addressed as an important issue in every class. Instructors

should provide information concerning safety and emphasize it often, but

flyers must also take personal responsibility to do their part to keep things

safe.



You must check yourself and your flyers 3 times:

l Upon first donning the gear

l Before entering the ante chamber

l Each time before entering the flight chamber

Gear ProceduresProper gear is essential to safe performance in the wind tunnel. The gear must be

selected for comfort and fit. All gear must be worn properly at all times. This gear is

comprised of the flight suit, soft-soled shoes, a helmet, goggles and ear protection.

As an instructor you should always observe other flyers carefully and constantly to

ensure that their gear is in order. On occasion, the hook-and-loop Velcro material on

the flight suit will come loose due to excessive wear or improper fastening. An open

jumpsuit can balloon apart and suddenly send the flyer up in the column of air. It

can also make a flyer unstable and could prevent a flyer from being able to descend.

descend. Therefore, you should be vigilant with your gear checks and help make

sure your facility properly maintains all equipment. Instructors must also pay close

attention when conducting a flight session, looking out for unfastened chin straps and

shoe laces, because these items can come off in flight and can cause injury or delays

in the session.

The speed of the air in the wind tunnel creates noise that can damage hearing if not

handled properly. This is why all instructors and flyers should use earplugs when they

are inside the flight chamber. Similarly, any foreign matter that gets swept up into the

air stream by the fans can damage the eyes, so eye protection must always be worn.



Emergency Procedures

Although not common, emergencies may occur at any time. It

is the responsibility of all instructors and airflow controllers to

respond to any emergency in the most appropriate and timely

manner. Standard operating procedures will vary depending on

the facility; you are required to follow these procedures to best

ensure the safety of the tunnel and its occupants. There are a

variety of different emergency scenarios. They include:

Flyer Emergencies

INJURED FLYERIf a flyer sustains an injury during flight, the instructor must

control the flyer in order to prevent any further injuries from

occurring.

The instructor should communicate with the controller to shut

down the tunnel by performing the emergency stop procedure

and then call for assistance. The flyer should not be moved until

emergency services arrive and take control and responsibility of

the situation.

VIOLENT FLYERIn the rare case of a flyer turning violent at any time during a

session, the instructor should get as much help as possible to

calm the situation.

Instructors as well as any other staff members should not

become physical at any time. If a customer is trying to harm

you, move away and never retaliate. Flyers may be subject

to unknown problems and require help. There should be no

provocation that may fuel the violence. The violent flyer should

be separated from others in order to help resolve the situation

and allow the tunnel to resume normal operations.

After the situation is under control, any flyer who has been

violent should be asked to leave the property immediately. If

the customer refuses to leave or returns to the property, the

authorities should be notified.

The instructor secures the flyer and signals for the air to be shut down



Instructor Emergencies:

INJURED INSTRUCTORIf an instructor sustains an injury during a session, and

assuming the flyer is low to the net, the airflow controller

should perform the emergency stop procedure in order to shut

down the tunnel to prevent any further injuries to either the

instructor or the flyer. If needed, emergency services should

be called; flyers should be led out of the chamber and then

the injured instructor should be assisted as necessary. The

instructor should not be moved until emergency services arrive

and take control and responsibility of the situation.

INJURED CONTROLLERIf, during the session, the controller becomes incapacitated, the

instructor inside the tunnel must end any flying immediately;

assist any flyers out of the column of air and shut down the

Emergency Stop

Note: The emergency stop should never be

initialized if a flyer is above waist height. If the flyer

is above waist level, gradually reduce the power

to force a descent or instruct the flyer to descend

prior to the reduction of airflow.

tunnel by using the emergency stop button located in the

staging area. Note: Although the emergency stop button

is not standard in the staging area of all tunnels, the IBA

recommends this option.

Tunnel Emergencies:

FACILITY FIREIn the event of a fire at your facility, staff members should

ensure that everyone is aware of the situation. Staff members

should activate fire alarms and notify the emergency services

right away. The facility should be evacuated immediately and

all personnel should gather in a designated safe area. Nobody

should attempt to fight the fire or collect any valuables from

inside the building. Note: The door(s) leading into the staging

area of the tunnel are designed so that they can be opened

for exit if a loss of power occurs.

STORMSIf inclement weather is encountered during normal operations,

you are advised to keep all flyers below shoulder height in

case a power outage occurs. In the event of a heavy storm, the

recommendation is to not operate.



ROBBERYTunnel operations sometimes involve handling cash. A safe

is one way to ensure the cash drawer doesn’t become too full

during the day. The sales clerk can make regular cash drops to

help deter any thieves. A hidden push button alarm for counter

clerks is the best way for them to notify emergency services and

other members of staff of a robbery.

FLIGHT CAHMBER EMERGENCY EXIT PROCEDURESIn the event that fire or smoke is detected inside the flight

chamber, either by visual means or by other senses, or by

electronic means with an indication on the airflow controller’s

display panel, the following actions must be taken:

1. If the wind tunnel does not automatically reduce speed and display an alarm message on the flight chamber display (depending on the facility) screen, the airflow controller should reduce the speed of the wind to lower the instructor and customer down toward the net.

2. The instructor should guide the customer toward the exit door way.

3. The controller should immediately complete a full shut down by depressing the "Emergency Stop" switch and removing any electrical power to the control system.

4. If there is still electrical power to the flight chamber, the staging area doors will need to be opened by using the appropriate switch.

5. If there is no electrical power to the flight chamber, then the instructor must pull and remove any door locking pins by the door actuators. Once the airflow has stopped, the doors can be pushed open freely.

6. The instructor should guide customers from the flight level area, down the closest suitable stairway, to the closest suitable emergency exit, and finally to the rendezvous point.

7. The airflow controller should ensure any electronic equipment powering the wind tunnel is turned off where appropriate, gather any remaining staff members and customers, and lead their evacuation to the rendezvous point.

All employees and customers will remain outside the building

at the rendezvous point until emergency services are on site

and clear the building for entrance.

25


instruCtor LeVeL 1 - PhysiCaL requirements | 25

PHYSICAL REQUIREMENTSInstructor - Physical Fitness

The role of an IBA Instructor is extremely demanding and as

such, candidates should be suitably prepared to ensure that

they are able to cope with the physical aspects of the course.

This preparation will be determined by local employment

conditions.

To support this process, we have prepared a selection of

physical exercises that may be useful indicators of the level

fitness required. They are not exact, but through experience

we believe that they could be extremely useful during your

preparation for the course. Pre-existing conditions along with

a lack of strength and stamina are likely to provide additional

challenges to completing the training course or performing the

routine duties of an Instructor.

Additional details for pre-flight warm up stretching and

exercise can be found on the next page.

These are some examples of exercise you may wish to complete

during your preparation:



l The Multistage "beep" Test – This is a common maximal running aerobic fitness test that consists of continuous running between two lines 20m apart in time to recorded beeps. Level 9 on this test is a good indicator of the aerobic fitness required to compete FITP. More information on this exercise can be found here.

l A "Burpee" Exercise - This consists of a full body exercise that builds strength and endurance, raises your heart rate, while also testing your balance and co-ordination. You should aim to complete 20 burpees in a 60 second time period. More information on this exercise can be found here.

l Pull-ups – Pull-ups are a good demonstration of your upper body strength, relative to your weight. Practice a series of pull-ups starting with your feet raised off the floor with your arms fully extended. Aim to raise your chin above the bar and then return to a fully extended arm position prior to repeating.

We recommend that tunnel operators encourage Instructors to maintain their

fitness levels and to warm up appropriately in order to maintain maximum

efficiency in performance. You may wish to continue using these exercises

throughout your Instructor career by repeating them bi-monthly to challenge

yourself to maintain excellent physical condition. Physical conditioning helps you to

stay in shape and more able to support your flyers during their experience.

Fitness Recommendations

l Beep Test: Be able to achieve level 9

l Burpee: Be able to complete 20 burpees in 60 seconds

l Pull-Ups:

¢ Minimum of 10 pull ups for candidates who weigh less than 150 lbs

¢ Minimum of 8 pull-ups for candidates who weigh between 150 and 180 lbs

¢ Mimumum of 6 pull-ups for candidates who weigh more than 180 lbs

http://en.wikipedia.org/wiki/Multi-stage_fitness_test

http://en.wikipedia.org/wiki/Burpee_(exercise)



Lunge rotations

Quad pull and reach Knee pulls

Warm-Up Exercises and Stretching

Being an instructor is physically intensive. It requires you to be in

peak condition prior to beginning the training and throughout your

career. Entering in to an instructor position while not prepared and

conditioned may result in an injury. Before taking the instructor course,

we recommend that candidates be engaged in a regular workout routine

that exercises and strengthens key muscle groups, particularly the

upper body and back. Instructors should continue with a conditioning

schedule throughout their career.

In the course of a normal workday, you as an instructors will use every

muscle in your body. You must perform a proper warm-up of at least

10-15 minutes before entering the chamber. Some example warm-up

exercises are jumping jacks and jogging in place. Your stretching routine

includes all areas of the body: the neck, back, front, arms, legs, hips and

shoulders.

The IBA, along with a muscle performance-training group, Axis

Performance, has joined forces in creating a regimented work out plan

that we recommend. You can view the program and download it here.

http://tunnelflight.com/flying-fitness/

28


instruCtor LeVeL 1 - FLying sKiLLs | 28

FLYING SKILLSThe key to successful bodyflight

is the controlled deflection of

air. When your body deflects

air equally in all directions you

will stay in place. When your

body deflects more air in one

direction you will accelerate in

the opposite direction.

The skills presented here will

allow you to make controlled

movements from place to place.

They are generally considered

the basic techniques for these

fundamental movements.

As your skills develop look

for ways to progress to more

advanced techniques. The

normal progression of flying

skills begins with the basics of

belly flight, and then continuing

on the progression to back-

flying.



NEUTRAL

This is your most fundamental stance. It

involves remaining still in the column of

air. The neutral position has:

l A generally arched shape so that the hips are lower than the knees and shoulders.

l A left–right symmetry.

l A calm and consistent shape.

l The hands generally in front of the head so that they can be used to take grips.

TURNS

The ability to turn allows you to change

heading; conversely, you can use your

ability to turn to stay on heading. Turning

involves using your upper body to deflect

air to one side, and if you are more

advanced it also involves deflecting air

to the opposite side with your lower body.

l Bank the shoulders, by twisting the spine.

l Un-level the knees so that twist of the upper body goes down the spine all the way to knees.

l Use your arms to steer air to the side.

l Use your lower legs to push air to the opposite side.

FORWARD

Forward movement is generally the first

movement introduced that involves

moving from place to place. Anytime you

start moving, you must eventually apply

a counter force to stop the movement.

Horizontal movements are caused by

body pitch, which creates a deflection of

air.

l Straighten your legs at the knees, while de-arching at the hips.

l Arch your upper body and bring your hands in towards your shoulders.

l As body pitch develops, you can also de–arch in the upper body to catch and steer more air towards the back.

Belly-Flying



BACKWARD

You can create the body pitch for

backward movement by:

l Bending your legs at the knees, while arching at the hips.

l De-arching your upper body, while extending your arms towards the front

l As body pitch develops, you can also de–arch in the lower body to catch and steer more air towards the front.

Belly-Flying

UP

Upward movement involves trapping

and deflecting air; this reduces your

streamlining. The more air you deflect,

the greater the resistance against the

airflow. You can deflect the air more by:

l Increasing your surface area by extending your legs at the knees.

l Extending your arms to help maintain a neutral body pitch.

l De-arching your spine and shoulders.

You must learn to increase the deflection

of air with your upper and lower body by

the same amount at the same time in

order to move straight up.

DOWN

Downward movement involves spilling

air to reduce deflection; this increases

your streamlining. The less air you

deflect the less the resistance against

the airflow. You can deflect the air less

by:

l Decreasing our surface area by bending our legs more at the knees

l Relaxing into a deep arch.

You must learn to decrease the

deflection of air with your upper and

lower body by the same amount at the

same time in order to move straight

down.



Belly-Flying

SIDE-SLIDES

Sideways movement is caused by

creating body pitch that pushes air to

the sides. You can utilize your upper

and lower body the same way you did

for turns, except push the air in the

same direction, rather than opposite

directions. You can create the body pitch

for sideways movement by:

l Banking the shoulders.

l Un-leveling the knees.

l Using your arms to catch and steer air to the side.

l Using your lower legs to push air to the side.

SUPERPOSITION

Superpositional movement is a

combination of one or more of the

basic types of movement outlined

above. Superpositional movement can

be used to allow you to move from any

place to any other place in the tunnel.

Superpositional movement can be done

by:

l Becoming skilled at the fundamental types of movement.

l Trusting that your mind and body can coordinate itself to combine these skills into superpositional skills without thought.

l Doing exercises in the tunnel that target specific superpositional moves.



Back-Flying

Back-flying is considered another form

of horizontal flying. Although a different

orientation to belly-flying, the mechanics

employed are the same.

Incorporating the same skills in order

to stay in place and to make controlled

movements is the key to success.

NEUTRAL

This is your most fundamental stance; it

involves remaining still in the column of

air.

The neutral position has a flat position

between the hips and the shoulders,

head back, chin up, a left–right

symmetry, and a calm and consistent

shape.

FORWARD

Extend legs and bring arms in to create a

body pitch. Forward movement is defined

as movement toward the flyer’s head.

More aggressive movement can be

created by bringing the arms all the way

down to our sides.



Back-Flying

BACKWARD

Bring legs in and extend arms to create

a body pitch. Backward movement is

defined as movement toward your feet.

More aggressive movement can be

created by extending your legs to push

more air as your body pitch develops.

UP

Extend arms and legs to create more

surface area. More aggressive movement

can be made by de–arching through your

entire body to increase your drag.

DOWN

Relax your body to a more arched pose,

allowing your arms and legs to blow up

higher than your body, which reduces

surface area and also drag.



Back-Flying

TURNING

Bank shoulders to deflect air to the side,

while using your legs to deflect air to the

opposite side. At the same time you can

rudder air with your arms to enhance the

turn.

SIDE-SLIDES

Bank shoulders to deflect air to the side,

while using your legs to deflect air to

the same side. At the same time you can

rudder air with your arms to enhance

the movement.

It is important to have a well-rounded

knowledge of how different body

positions affect movement.

As an instructor, if you find yourself on

your back, these skills will help you stay

in control so that you can regain your

stability and get back on your feet.

If you are working with a flyer who ends

up on their back it is important to be

able to read and understand their body

position to predict their movements and

assist as needed.



Sit-Flying

Sit-fly is a head-up vertical position that

has a faster fall rate than either of the

horizontal positions. This orientation is

similar to standing up, so much of what

you will learn about "walking" will also

apply to sit-flying.

NEUTRAL

Head and torso vertical, thighs

horizontal, shins vertical and arms

extended out to the sides.

FORWARD

Extend feet out in front of knees and lean

back slightly to deflect air for a forward

push.



Sit-Flying

BACKWARD

Place your feet behind your knees and

lean forward, which will push air out the

front.

UP

Increase surface area by leaning all the

way back to a nearly horizontal position.

DOWN

Decrease surface area by straightening

your body to nearly a standing position.



Sit-Flying

TURNING

With wide legs use your lower legs and

arms to rudder air in a way that will

initiate a turn, while also using your

arms to help maintain your vertical

orientation.

SIDEWAYS

Use your lower legs and all of your arms

to deflect air to the side, while keeping

your torso erect.

It is important to have broad knowledge

of how different body positions affect

movement. If you find yourself in a sit-fly,

these skills will help you stay in control

so that you can regain your footing. If

you are working with a flyer who is sit-

flying, it is important to be able to read

and understand their body positions to

predict their movements and assist as

needed.



Walking

Walking is an important maneuver

and is the most common stance of

an instructor. It provides a means of

moving to a flyer, as well as a position

of strength and stability. This stability

can be important when it is necessary

to spot a flyer or respond to any unsafe

conditions. Walking is generally done

by using your upper body to deflect air

in a direction opposite of your desired

direction of movement.

Generally you want to keep your hips

directly over your feet and some weight

on your heels. This makes you more

stable on your feet and reduces the

possibility of your feet blowing out from

underneath you. You must also be able

to squat down to the net from a standing

position in order to assist a flyer on the

net. WALK FORWARD

l Lean back by arching the body at the hips.

l When learning to walk, as you start to move, take small quick steps.

WALK BACKWARD l Lean forward by de-arching the body

at the hips.

l When learning to walk, as you start to move, take small quick steps.

As you start to move cross legs accordingly.



IN-FACING CARVING TO LEFT l Carving involves moving in a circle

around the flight chamber; this is done by combining forward, sideways, and turning movements.

l Lean back, while extending your right arm out to the side, at the same time bringing your left arm across your chest at shoulder height.

l Your trailing foot always crosses to the outside of your leading foot; in this case, your right foot crosses behind your left foot.

IN-FACING CARVING TO RIGHT l The techniques are the same as

carving to the left, but everything is reversed. Your foot placement will also be reversed.

Walking OUT-FACING CARVING TO LEFT l Lean forward and to the right, while

extending your right arm out to the side, while bringing your left arm across the chest at shoulder height.

l The trailing foot always crosses to the outside of the leading foot; in this case, your right foot crosses in front of your left foot.

OUT-FACING CARVING TO RIGHT l The techniques are the same as

carving to the left, but everything is reversed in order to get the necessary power and assistance from the wind required to move. Your foot placement will also be reversed in order to create a smooth carving movement.

WALK RIGHT l Fully extend your left arm to the side

l Bring your right arm across your chest at shoulder level, while leaning your upper body to the left.

WALK LEFT

l Fully extend your right arm to the side

l Bring your left arm across your chest at shoulder level, while leaning your upper body to the right.

l As you start to move, cross legs accordingly.



Stability Drills

Stability drills enable you to build muscle memory so that you

gain experience in deflecting air. The trainer will push and pull

on you repeatedly while you work to stay in place.

The better you become at stability drills, the better you will be

able at moving quickly, staying on your feet and spotting a flyer

when necessary.

In the image on the top right, for example, the trainer is

standing behind the trainee pushing the student forward while

the trainee attempts to hold his position using a backwards

movement.

In the image on the bottom right, the trainer is side-sliding

while the standing trainee attempts to hold his position with a

walking to the right maneuver.

41


instruCtor LeVeL 1 - teaChing sKiLLs | 41

TEACHING SKILLSThe key to being able to teach skills well is to make sure that you have a

plan. You and your students can set goals together and you can ensure

they have a realistic view of what is achievable in a given amount of

time. Once the goals have been established, a good instructor/coach

will be able to build a "road map" for getting to where the students want

to be in the allotted time period.

It is common for students to not always understand or learn pieces of

information the same way that other students do. It is ideal for you to

be able to adjust your training practices to be able to meet the needs

of each student; being able to assess when a student is struggling to

learn new techniques and adjusting your delivery in order for them to

understand and be successful will be key.

Always set clear expectations for each tunnel session for your

students as this will aid in the overall picture of what you are trying to

accomplish. When debriefing your students, beginning with a simple

question such as, "Were we able to achieve our goals for today or for this

session?" can be a good lead-in question to extract how the student is

feeling about their progression, which in turn will allow you to evaluate

how to steer the rest of their progression.



Walking with Flyers

When an instructor is standing on the net while in proximity to a flyer, he or

she is "walking" with the flyer. This skill is used to allow the instructor to be

close enough to protect a flyer if needed or more ideally, to use hand signals

and control to prevent a situation from becoming unsafe in the first place.

Generally, the instructor stands next to a flyer--a position called "staying on

the side body." This is the ideal position for communicating with, controlling

and spotting flyers.

While walking with flyers, you should note if a flyer’s body deflects the airflow

in a way that tends to push you out of position. You must develop the walking

skills to compensate for this in order to maintain proximity with the flyer.

Proper positioning relative to a flyer is crucial for safety. If you are too far

away, then you may not be able to move into position in order to perform a

spot should a flyer need your assistance. If you are too close, the air that is

deflected by your body into the flyer will result in turbulence that may cause

the flyer to feel unstable or unsupported. This may cause the flyer to react in

a way that would be adverse to the flight.



Controlling Flyers

The use of your hands to control flyers in the tunnel is critical. You must exert

control quickly with a firm grip, but you must also avoid touching in places

that might offend. Also remember that a quick response can prevent an unsafe

condition.

Particular places around the flyer’s body not to touch are: l The crotch area

l The head

l The breasts (for female flyers)

Handling these areas has proven not only to be ineffective, but is also considered

inappropriate. Local customs may also affect these decisions.

An awareness of how to effectively handle flyers is crucial in your role as an

instructor. Using good hand placement to gently keep a flyer under control can

prevent the need for a serious spot later.

If you must handle the Flyer

The best places are: l The stomach

l Under the arms

l Around the waist

l The knee

l The center of the back

l Suit grippers

l Suit material



Hook and BlockAnother technique that is used is the "hook and block." This technique, shown at

right, can be used to neutralize any tendency for unwanted turns or spins and

can control potential collisions with the tunnel walls. In a hook and block, the

instructor stops a flyer’s rotation by hooking one hand on the inside of the flyer’s

knee, and at the same time, blocking with the other hand on the upper half of the

flyer’s body.

During training, the hook and block drill is practiced over and over, building

muscle memory for the instructor. You as the instructor need to utilize correct

hand placement in order to control the flyer. Incorrect hand placement can cause

a flyer to roll over or could prevent you from being able to stop the rotation.

"Hook and block" is one of the most effective maneuvers for pivoting flyers around

in the tunnel and for responding to out-of-control situations like fast spins.

Hip PivotAnother common technique is the "hip pivot" or "controllability" grip, shown

below. In a hip pivot, the instructor can control a particularly difficult situation by

supporting the flyer’s weight on his hip by using a grip on the flyer’s hip, while the

other hand steers the upper body by banking the shoulders.

A hip pivot can also be especially useful for positioning a flyer after the entrance

and is the most common grip method for providing hand signals to the flyer.

Hip pivot, or “controllability grip”

Hook and block



SpottingSpotting is the action of catching a flyer who is out of control as he or she falls to the net, or

having your hands on a flyer as you assist him or her in performing a particular maneuver.

Spotting can also involve preventing a flyer from colliding with fixed objects such as doorjambs

and walls.

Quality spotting includes prevention, prediction and intervention. As hazardous situations

are developing, you can often predict what is going to happen and intervene to prevent a spot

from becoming necessary. However, when a spot is necessary, it is crucial that you act swiftly and

deliberately to protect the flyer. You will learn many valuable techniques for spotting, but when

you must spot, remember that your priority is to protect the flyer’s upper body.

When to SpotSpotting is where the action happens as far as safety is concerned. Sometimes, in spite of the

best efforts of the most experienced instructors, a spot is needed. So all instructors must be

properly prepared and positioned to intervene. Spotting requires that you constantly anticipate

the "worst-case scenario." In other words, you must ask yourself: "What is the most severe thing

that could happen to this flyer, given where she is now and what she is doing?" At the same time,

you should be anticipating your best response. To do this, you must observe the flyer at all times,

be vigilant and never let your attention waiver.

In the image at right, the flyer’s contact with the wall has changed his body position and may

cause him to roll over. The instructor is preparing to spot a fall. To do this, the instructor must

anticipate where the flyer will fall, and ensure that he is in position to make the spot.

Development of these necessary skills will start at a basic level to allow you to see situations

develop and train the muscles in order to react accordingly; from there you will progress to a more

advanced level.



DrillsSpotting drills will give you the opportunity to practice predicting, prevention, walking

skills, and proper catching techniques. During spotting drills, the trainers will start

by slowly performing maneuvers that need spotting, so you will have time to see and

react properly. As you gain experience, these maneuvers will come more quickly and

you will need to respond more quickly and carry heavier loads.

You will begin to learn spotting by assisting flyers as they enter and exit the tunnel and

by performing basic catches if the flyer rolls over. As your skills improve, you will more

quickly be in position to slow the descent of a flyer when a fall seems likely. The most

advanced spots are ones that require you to catch a flyer who is in an uncontrolled

head-down decent.

Spotting demands that you to be aware, aggressive and quick to respond, because

situations can be very dynamic. You must anticipate a flyer’s actions, and always

be ready to support them. As you accumulate time watching flyers in the tunnel,

you should be able to more easily see how their air deflection is an indicator of the

movement that is about to occur. You must be disciplined to take advantage of these

cues.

You can develop your spotting capabilities by improving your walking skills as well

as by developing your ability to predict a flyer’s movements. Once you have good

fundamental walking skills, you will need to push your capabilities to increase your

maximum speed. Speed allows you to position yourself sooner to execute your spots.

Also work to maintain control of speed by applying as much deceleration to stop your

movements as acceleration to start your movements. Controlled speed gives you a

Back spot

Back spot

45° rollover spot



kind of sharp quickness. The ability to predict where the spot will occur gives your

quickness direction, which in turn allows you to get to the spot with enough time to be

successful.

PositioningA concern while spotting is the potential for strain on your own back as you catch a

falling flyer (photo top right). You must position yourself so that taking the flyer’s full

weight does not harm your back; generally this means keeping your spine vertical

rather than bending forward at the waist. You must also ensure that you do not stop

the flyer’s fall with your knee or heel. The ideal, final position in catching a heavy flyer

will be a squatting position, with the arms out and knees separated.

In the tunnel scene shown lower right, the flyer’s unsafe action is a forward movement

into the wall. This can lead to a head-down, vertical plunge. In this case the instructor

prevents the need for a spot by stealing the air going to the flyer’s legs, which forces

the flyer’s lower body down, and neutralizes the forward movement. The instructor has

thus identified the hazardous condition and responded to it before it created a more

serious head-down condition.



In the final stages of training you will be spotting in more difficult and hazardous situations, such

as the vertical descent shown at right. In this situation the flyer is in danger of falling on his head.

The instructor catches the flyer by bringing his own hands and elbows close together and then

supporting the flyer’s shoulders with his arms, while his hands are clasped tightly together, and

his legs are slightly bent to absorb the load.

Unsafe conditions can occur frequently in the tunnel, but the flyer is often not aware of them. It is

the instructor’s prime duty to anticipate a potentially unsafe condition and physically prevent it

from escalating through the use of hand signals and spotting.

PreventionPrevention is one of your most valuable and used tools as an Instructor. Preventing the need

for a spot reduces the chance of injury to both you and the flyer. During a flyer’s first flight it is

highly recommended that you keep them from getting above your head by using your physical

blocking tools, managing their body position, and managing the speed of the wind. This will give

you enough time to predict and react to reduce the potential of a spot from occurring. Throughout

your training course, these techniques will be emphasized. As your awareness improves, you

will become better at utilizing prevention methods to maintain coordinated control during your

students’ flights.

For each skill that you learn as a trainee instructor during the Level I course, you will be presented

with certain scenarios and will learn what actions can cause such scenarios to be created. You will

also learn what prevention methods are used to control each situation, how to use them, and at

which point they become necessary.



Learning to prevent and spot well is an ongoing process. As a trainee you will learn

to spot; as an instructor you must strive to become a great preventer of spots. If

the instructor hesitates, a vertical plunge, for example, could lead to serious injury,

and even death. As soon as you see a flyer beginning to get out of control, move

into position. Prevention also occurs through classroom discussions, debriefs and

consistent gear checks.

Tunnel EntrancesIt is very important to use the correct technique to assist a flyer into the wind

tunnel. This will set the tone for the remainder of the flight, both psychologically and

physically.

The typical entry technique for novice flyers (from the flyer’s left side):1. Once the flyer has approached the flight chamber doorway, ask the flyer to place

their arms in to the wind in the spread neutral flight position with their chin up.

2. Before the flyer leans into the tunnel, cup and support their left shoulder with your left hand; this allows you to arrest the speed of the descent as the flyer leans onto the airflow.

3. As the flyer leans into the wind, your right hand should be placed on their right hip to enter into a controllability type position. This position provides support and control of the flyer’s entrance.

4. As the flyer becomes horizontal, ensure that he or she is slightly arched, symmetrical left and right, with knees bent so that the feet are slightly extended into the wind, with legs separated and chin up.

As an instructor you should know how to perform this technique from both sides of the

flyer.

The instructor directs correct entrance position

The instructor assists the entrance



It is important to ensure that the flyer enters the airflow with the arms in the neutral

position from the beginning as this will help you to control the speed of the entrance

as you rotate the flyer to a horizontal stance. Your left hand supporting your flyer’s

upper body will essentially help to prevent the entrance from rotating too much, which

would put the flyer in a head-low attitude, creating a forward drive or even worse,

allowing their head to strike the net or the wall. Keeping both hands on a novice flyer

after entry will ensure that he or she does not get out of control while learning to be

stable in the air.

There are a wide variety of entrances that you as an instructor will see in the tunnel.

There is the novice entrance described above, and additionally there are other

approved techniques used by more experienced flyers. These include the "skydiver/

return flyer" entrances, back-fly entrances, and multiple flyers entrances.

Note: For facilities that operate a two door design; one doorway is generally reserved

for entries, and one for exits.

Tunnel ExitsIt is very important to assist flyers on exit, because they often cannot get to the

doorway easily by themselves. For example, without your assistance they will often

try to stand up and walk out of the tunnel instead of flying to the door. In addition,

because of a lack of experience, they may attempt to use an improper technique once

they are at the door.

The instructor guides the student to the door

The instructor guides the student as he stands

The instructor guides the student as he stands



The typical exit technique used to assist novice flyers (from the flyer’s left side):

l Put your left hand around the flyer’s abdomen for support and control, with your right hand around the flyer’s left knee (the primary control grip). This technique will allow you to maneuver the flyer to face the doorway and assist him or her toward it.

l Assist the flyer to a chest height elevation near the doorway; ensure they grab the door jamb with both hands, thumbs down.

l If a flyer does not step down out of the flight chamber into the staging area, assist him or her by keeping your left hand around their abdomen for support, moving your right hand above his left knee, and pushing down to help him into a vertical position.

During the training, you will learn how to perform this technique from both sides of the

flyer. During the exit, if a flyer attempts to stand-up before grasping the door, prepare

yourself for, and work to prevent, a fast backward movement towards the wall. Because

flyers encounter both moving and still air at the same time as they pass through

the threshold, ensure that they grasp the doorjamb so that they do not fall out of the

doorway onto their face. At the same time be prepared to spot their upper body.

Also, when flyers grasping the doorway begin bringing their legs down, it can create

an upward movement because of the way they transition through a de-arched body

position. If left unchecked this could cause them to start moving up into a head-down

attitude in the door — be on guard for this common problem.

There are a wide variety of exits that you as an instructor will see in the tunnel. There is

the novice exit described above, and additionally there are other approved techniques

used by more experienced flyers. These include the unassisted exits, back-fly exits,

walking exits, and multiple flyer exits.

Belly exit

Back exit



Multiple Flyers

Flyers who are rated to fly with other flyers can be in the

flight chamber at the same time. Although this can create a

fun experience for the flyer, it can be very challenging for an

instructor. Therefore, as an instructor, you want to be sure to

allow only one flyer that you feel might need spotting into the

tunnel at a time.

Remember to strive to create a situation where you will not have

to spot multiple flyers. Awareness of, and strict adherence to,

the IBA rating program will increase your understanding of the

skills that each flyer possesses.

When working with multiple flyers, you must brief the

more experienced flyers to help them understand their

responsibilities regarding safety, their role while acting as part

of a group, and that they must commit to flying calmly and

smoothly at all times.

Good PositioningAs an instructor you will always want to be in a good position

to perform a spot. This can be facilitated by not allowing one

of the flyers to get between you and the other flyer. If the more

experienced flyer becomes an obstacle by moving between you

and the other flyer, reposition yourself, or the flyers, so that the

more experienced flyer isn’t in the way. This gives you a clear

path to the other flyer, should you need to move in for a spot.

When things become dynamic in a multi-flyer environment,

instructors need to be their most vigilant and responsive.

Occasionally, when one flyer goes down the other one thinks

it is time to take advantage of the space in the tunnel and try

something fast or different. Maintain communication and

encourage all flyers to stay calm and move slowly until everyone

is flying again.



If you must spot a flyer in a multiple flyer situation, handle that spot and

immediately return your attention to the other flyer to see if he or she is a

hazard or is also in need of a spot.

In the top photo, the instructor has just finished a spot on a flyer who had

rolled onto his back. The other flyer is using a poor technique at the door,

causing him to move into a head down orientation. The instructor has

released the first flyer now that he is under control and is moving spot the

second flyer.

In the bottom photo the instructor is working with two flyers who are learning

how to complete belly flying vertical moves. In the early stages of more

advanced belly flying moves, it is important that you as the instructor provide

some direction when necessary to help prevent the flyers from becoming

trapped on top of each other which can create a dangerous situation.

Maintain awarenessYou must maintain awareness of what all flyers are doing and prioritize your

actions in order to be in a position to spot the flyer that most needs your

attention. Spotting with multiple flyers presents a unique challenge because

of the large number of factors that present themselves. As you add more

people to the flight chamber, the number of different situations can that

occur increases dramatically, so be conservative in estimating how many

flyers you can manage at a time.



Spotting from the DoorWhen you as an instructor are poised to spot while positioned in the door,

you are "Spotting from the Door." As you gain experience and are working

with more experienced flyers, spotting from the door makes the entire

flight chamber available to the flyers.

Use your experience and knowledge of the flyer’s skills to know when

spotting from the door can be done safely. Use this experience and your

understanding of bodyflight to predict and prevent hazardous situations.

Several factors may affect your ability to spot from the door:

l Vigilance – you must be disciplined about keeping your attention focused on the flyer at all times.

l Anticipation – you must be aware of situations as they develop.

l Stance – you must be in the center of door, weight on both feet, faced into the flight chamber, and poised to move.

l Presentation – you must present a forward moving body position to the air as you cross the threshold of the door.

l Skills – ensure that you have the necessary walking and spotting skills.

Practice moving in and out of the door until you can do it completely

naturally. The skill of transitioning from the staging area to walking on the

net is necessary to be able to be proficient at spotting from the door.

Spotting from the door is a skill that requires practice, so always look for

opportunities to reinforce this skill, along with your walking and spotting

skills.

55


instruCtor LeVeL 1 - team sKiLLs | 55

TEAM SKILLS

No part of tunnel operation is a one-person show. You must

recognize that you are part of a team, and that how you behave

affects your teammates. By leveraging each other’s strengths,

a quality team will enhance safety consistently, keep lines of

communications open, and improve efficiency.

Team BuildingAs members of a team we all need to constantly work to keep

the lines of communication open in order to promote feedback.

Positive feedback will help reinforce our strongest skills, while

feedback that highlights our mistakes allows us to share our

experiences and learn from each other.

As a team we must understand the differences between

individuals. As we work together we can apply each individual’s

strengths to create an outstanding team. This is why it is

always true that we can do more together than an individual

can do by himself or herself. Working within a team also

provides an excellent opportunity to improve ourselves.

As a team player you must always first look within yourself

to identify your personal weaknesses. Then address these

weaknesses so there will be less opportunity for others to give

you negative feedback.

If a teammate does offer you a suggestion, learn to be objective

and accepting in order to avoid defensive reactions. Remember,

virtually everything can be improved upon, and input from a

teammate is meant to help build you up, not tear you down.

Improving ourselves and the team is a never ending process

that requires hard work and diligence. You should always keep

your focus on the positive, while striving to improve on the

negative. Everyone must be willing to provide some feedback to

strengthen the team. When providing feedback, avoid using the

words "I" and "you." Instead, discuss problems in the context of

how "we" can be more productive next time.

56


instruCtor LeVeL 1 - management sKiLLs | 56

Tunnel Time ManagementTunnel time management is the proper management of the

time blocks that tunnels use to move flyers through their

experience at the tunnel. This is important from a customer

service and a tunnel business standpoint.

Tunnel time management starts long before the group enters

the staging area. The instructor must begin the process of

gathering their flyers early enough to complete the classroom

briefing and gear–up procedures on time. The instructor must

then prepare the group to enter the staging area promptly

when it is their turn as shown in the photo. The controller must

be made aware of how much time each individual is entitled

to use. As the session progresses the instructor and controller

must cycle the flyers in and out of the flight chamber in some

reasonable manner so that the individual flyer’s time is evenly

distributed throughout the session while ensuring the session

ends on time.

Efficiency of operation will in the end benefit the staff,

because as the tunnel operates profitably, it is more likely that

management will set aside time for staff flight time. This will

give you more of an opportunity to improve your skills and have

fun.

MANAGEMENT SKILLSSafety MeetingsSafety meetings are regularly occurring instructor meetings

that incorporate classroom time and flight time in order for the

staff to continue to improve their skills. Safety meetings also

offer the opportunity for trainers to learn the strong and weak

points of their instructors. The more confident and capable the

instructors, the safer the flyers and instructors will be.

Because IBA instructors are so skilled in preventing the need for

serious spots, they do not have many opportunities to perform

serious spots in real-life situations. For that reason, the focus

of most safety meetings is spotting. This allows instructors to

practice specific maneuvers, exercise their spotting muscles,

and build confidence and automaticity. At safety meetings,

instructors can see what their teammates are capable of, and

these observations can increase the rate at which they gain

proficiency.

The classroom portion of the meeting offers the opportunity

to discuss potentially unsafe conditions and determine how

to make them safe — or avoid them entirely. During the flight

portion, an instructor will demonstrate the unsafe conditions

discussed in class in order to find ways to prevent it from

happening, as well as determine the best response if it does

happen.

instruCtor LeVeL 1 - management sKiLLs | 57


In the weeks leading up to a safety meeting the trainer will

normally take notes on any safety issues over an extended

period, and then focus on these specific issues in both the

classroom and wind tunnel portion of the safety meeting.

Safety meetings MUST happen on a regular schedule. The

schedule requires facilities to hold a minimum of SIX Safety

Meeting per year. Instructors must attend at least four of the

meetings in order to remain current.

Safety Meetings

Safety meetings MUST happen on a regular

schedule. This schedule requires:

l Facilities to hold a minimum of 6 basic safety meetings per year.

l Instructors to attend 4 of these safety meetings to remain current.

58


instruCtor LeVeL 1 - eVaLuations | 58

EVALUATIONSVideo Debriefing

Your trainer will use video debriefings of your flight sessions to

evaluate your performance and to address any safety issues.

Video gives you and your trainer an accurate, unbiased record of

your performance, which is an invaluable tool for both coaching

and the development of your skills.

Your trainer will define performance goals for you before each

tunnel session. During the debrief, the trainer will compare the

goal with the actual events. Quite simply, "Did you do what we

planned?"

Your flight time will be recorded using the facility video system

that enables a personal record for each flyer. Through the use

of this video the trainer evaluates your performance verbally,

solicits comments from you, and if appropriate, provides some

feedback to help you improve your performance.

Daily Performance Evaluations

Daily evaluations will be made of your performance so that

you will know where to concentrate your efforts. Your trainer

will help you keep a log of your progression and will deliver

an evaluation orally at the end of each day. You are strongly

encouraged to keep a brief written summary for your own

records.

Your trainer will first focus the performance evaluation on your

strengths and on the goals that you achieved. Most importantly,

the trainer will identify what you did that lead you to achieve

any goals set for you, and then will shift the focus of the debrief

to areas where your performance could be improved. Ideally, you

and the trainer will have identified what can be done differently

to improve performance the next time.

Safety is an important component of every evaluation. You

should always display safe behavior, and be proactive if you see

unsafe behavior in others.



Performance Evaluation & Certification

The performance evaluation for completing Level I training

takes into account the trainee’s ability to instruct in a

classroom environment, demonstrate gear procedures, conduct

facility safety inspections, perform basic maintenance, react

correctly to emergency situations, identify unsafe conditions,

manage tunnel time, reach Flyer Level I (belly and back-flying),

and perform all spots. This evaluation supports the decision to

approve or deny a trainee’s certification.

The specific elements on which the trainer will base the

decision to certify the trainee are:

l Teaching Skills –Demonstrated the ability to teach with proficiency and correct spotting techniques as described in "Teaching and Spotting Skills."

l Attitude – Demonstrated a positive, professional attitude at all times.

l Safety Inspection / Start-up Procedures – Knows the importance of and how to check that fans are clear of personnel, that doors seal properly, that intake ducts are clear of personnel and debris, that VFD ventilation fans clear of debris and are functioning correctly, that any media recording devices are ready for operation, and that ante–chamber is clear of debris.

l Emergency Procedures – Can confidently control any emergency situation, including instructor, controller and tunnel emergencies.

l Identify Unsafe Conditions – Demonstrated the ability to recognize worn, incorrectly sized or donned gear, and/or flyers performing skills that they are not rated to perform, or learning skills under the supervision of an instructor not rated to teach them.

l Hand Signals – Understands all hand signals and can use them to communicate effectively in all tunnel situations.

l Tunnel Time Management – Demonstrated the ability to optimize tunnel time to create a pleasant session for the flyer, while ensuring the facility operates at peak efficiency.

l Gear Procedures – Demonstrated the ability to properly size gear to flyers, assist flyers in donning gear, and understands the importance of returning all equipment to its proper

place.

l Classroom Procedures – Demonstrated the ability to fully inform and motivate flyers, including all safety elements, and has taught at least one actual class.



l Prevention & Spotting Skills – Demonstrated the ability to prevent the need for spots through pre–briefings, hand signals, properly adjusting the wind speed and controlling the flyer. Then, if a spot was necessary, used the correct techniques to position yourself, catch the flyer, and assist them while they return to flight.

l Safety – Consistently demonstrated an awareness and respect for safety regarding gear procedures, classroom instruction, facility inspection, basic maintenance, airflow controlling and tunnel session instruction.

Toward the end of this Instructor Course, your trainer will

present you with more realistic scenarios that will require you

to demonstrate each skill on demand, rather than in a drill or

exercise.

You may wish to increase your basic skill set by learning to

fly in different orientations. These skills must be practiced

so that they can be performed properly, at will, at a moments

notice. As you gain experience and develop proper form, work

to press the speed or quickness of your moves while still

demonstrating proper technique. A well-rounded skill set, good

basic knowledge, and tunnel experience combine to increase

the safety and satisfaction of the flyers’ overall experience.

You must understand that it takes time to develop these skills

and to be able to demonstrate them at will. Be patient and

persistent, in order to avoid overestimating your skills and

create a situation where you endanger yourself or others. This

course will provide you with a foundation to build on and the

tools you will need to be a successful instructor.



Flyer Ratings

The International Bodyflight Flyer Ratings Program allows flyers to document their

abilities and experience so that they can safely develop their skills. This program

is designed to provide the flyer with a direction for growth and to maximize their

learning, while the documentation facilitates supervision of flyers by instructors to

promote safety.

Flyers initially choose between two paths: Formation Flying and Free-Flying.

Formation Flying refers to flight in a belly–to–earth orientation in the tunnel so that

the wind is on their stomach. This discipline traditionally involves groups of people

linking together to build formations in the air and maneuvering from one formation

to the next as rapidly as possible.

Free-Flying refers to flight in multiple orientations so that flyers can have complete

freedom of movement within the tunnel, as well as flying in groups and building

formations. Within the free flying progression, it is further broken down in to two

paths; a Dynamic progression and a Static progression. The Dynamic progression

incorporates back-flying along with initially slower wind speed advancement through

carving and transitions and then to head-down flight which encompasses all of the

movements learned.

Dynamic is generally viewed as a flowing and moving type of flight with no stationary

moments. The Static progression incorporates very definite moves from one

stationary orientation or position to another stationary position. Orientations are

typically learned individually, with transitions from one orientation to another taught

once each flight position is stable and controlled.

FORMATION PROGRESSION:

Flyer Rating Progression Paths

STATIC

Flyer Level I

Static Level II

Static Level III

Static Level IV

Static Pro

DYNAMIC

Flyer Level I

Dynamic Level II

Dynamic Level III

Dynamic Level IV

Dynamic Pro

Flyer Level I

Formation Flyer Level II

Formation Flyer Level III

Formation Flyer Level IV

Formation Flyer Level Pro

FREE-FLYING PROGRESSION



For both Formation Flying and Free-Flying, instructors learn the following skills:

sitting still, moving forward, backward, up, down, sideways, and turning.. Flyers

also learn how to enter and exit the tunnel, pick–up and present grips to build

formations, fly with others and do transitions.

For belly-flying, transitions are defined as moving from one formation to the next,

while for free flyers it is doing a flip, cartwheel or barrel roll, moving from one

orientation to possibly a different or starting and finishing in the same orientation.

The accompanying "IBA Flyer Ratings Chart" (page 63) provides an outline of all the

flyer ratings and the skills that must be mastered for each level. To properly utilize

the ratings program, you must follow the instructions on the following page.

l Flyer’s progress will be tracked on the flyer’s rating chart. This rating chart is online at http://tunnelflight.com/directory/members and searching for the specific member. This provides a place to document completion of particular skills with the signature of an appropriately rated instructor and the date it was completed.

l Flyers must be 3+ years of age, not be pregnant, have had no prior shoulder dislocations, have no hard casts, not be visibly under the influence of alcohol or drugs, or have no other physical limitation that may impede their ability to take part in physical activity. Flyers must not exceed the maximum 300 lb. limit at any time (flyers who exceed 260 lbs. must be flown by an Instructor who has been trained and approved for high wind speeds). These restrictions are REQUIRED, because deficiency in any area may result in serious injury or death. These restrictions may, however, be waived at the discretion of a Trainer.

Types of Coaches

As a flyer’s skills progress, he or

she may also choose to follow a

coaching path:

BELLY-FLY COACH

BACK-FLY COACH

SIT-FLY COACH

HEAD-DOWN COACH

VFS COMP COACH

COMP COACH

COMP COACH

DYNAMIC COACH

FORMATION COACH

http://tunnelflight.com/directory/members



l Flyers who have not been in a tunnel in the previous six months may be subject to additional restrictions and/or supervision.

l Flyer and Coach ratings can be suspended or revoked at the discretion of any trainer, for any violation of the progression or for failure to follow direct instruction.Suspension or revocation can be appealed to the IBA’s Safety & Training Director, whose decision is final.

l The flyer rating chart is laid out in an order that is based upon how we understand the average student will learn. There is no requirement for a student to complete all of the check boxes in a certain level prior to moving to the next level only what is required to complete the necessary orientation abilities prior to learning a new flight orientation.

l Flyers may only learn an unchecked item with the approval, and under the direct supervision of, an appropriately rated instructor. A more detailed explanation of what ratings the instructor must posses to teach a particular check box can be found online. When viewing the rating chart online if you hover over the check box a pop-up message will appear telling you more about the skill related to that check box, selecting the check box will open that skill in the skills list and will provide detailed information, a "How-to Video" and a downloadable lesson plan for that skill. This is available for every skill on the flyer chart.

l Flyers can perform any item that has been signed off at any tunnel while under the supervision of any rated instructor.

l "Head-down" as referred to on the chart is the technique whereby the instructor initially has hands on the flyer to help the flyer learn to be stable on or off the net in a head down orientation. Completing the head down check off is achieved when the flyer can consistently fly a stable, neutral position on the net and fly that same position up off the net with no supported grip required from the instructor.



IBA Flyer Ratings Chart

IBA Flyer Ratings Chart



Instructor RatingsThe International Bodyflight Association Instructor Ratings Program allows tunnel

staff members to document their experience so that they can more easily develop

their abilities and safely fulfill their responsibilities. Instructors are staff members

who work in the tunnel and are hands–on with the flyers. They also coordinate all

activities associated with the actual flight operations of the tunnel.

Management and a facility lead trainer may invite some instructors to follow

the trainer path. This path involves additional training and skills that qualify an

instructor to train other instructors.

In addition to continuously monitoring and assisting the development of the

instructors and trainers at their facility, trainers conduct safety meetings. Safety

meetings gather all of the instructional staff on a regular basis in a team environment

to challenge each other and develop their skills.

Because of the challenges involved in being a good instructor, all applicants are

screened before they become trainees to ensure that they have the potential to reach

their goal.

Instructor Level I is an instructor allowed to assist the flight of members of the

general public. An instructor achieves this rating by successfully completing this

Level I Instructor Course. Only an appropriately rated Trainer Level IV or an Examiner

can sign off an instructor Level I. Upon successful completion of the Level I Course, you

will initially work on improving the skills learned through the training program. This

growth along with the expertise gained working with students will be part of the pre-

requisites to moving down the Instructor path and increasing your rating.

Instructor Progression

The Instructor Program is a step-

by-step progression:

l Tunnel Operator

l Instructor Level I

l Instructor Level II

l Instructor Level III

l Instructor Level IV

Trainer Progression:

l Trainer Level I

l Trainer Level II

l Trainer Level III

l Trainer Level IV

l Examiner



Instructor Levels II - IV ratings are obtained by ongoing training with an appropriately rated trainer and the accumulation of

experience as an employee and instructor.

Instructors must follow the regulations below in order to maintain Instructor Currency.

Maintaining Instructor Currency

Instructor Rating Held Time Rating Held For To Remain Current, Instructor MustInstructor Level 1-4 < 1 year Actively work a minimum of 3 Instructor shifts within a 30-day period

Instructor Level 1-4 > 1 year Actively work a minimum of 3 Instructor shifts within a 3 month period

Any Instructor who loses currency for any reason must re-establish currency as follows:

Recurrent training will differ depending on the experience and skill level of each instructor. At a minimum, any instructor who is

rendered inactive for any period of time will be required to attend a complete Advanced Safety Meeting for every checkbox that the

instructor holds, along with a minimum of two first-time flyer classes that are under the direct supervision of a Trainer Level IV or

Examiner.

Instructor Ratings can be suspended or revoked at the discretion of any Examiner for any violation of the progression, or for failure

to follow direct instruction. Suspension or revocation can be appealed to the IBA’s Safety and Training Director, whose decision is

final.

Trainer RatingsTrainers are the most experienced instructors within the IBA system. They follow the strict guidelines set forth for all training.

Trainers, although rated, will always strive to continue learning new training techniques and skills in order to better the IBA and its

instructors. Trainers must follow the regulations below in order to maintain Trainer currency. Any Trainer who loses currency for any

reason must re-establish currency as outlined below.



These requirements for being considered current as a Trainer are only applicable if the Trainer in question also meets the Instructor

currency requirements based upon their Instructor Rating as outlined above. If a Trainer does not meet his or her Instructor currency

requirements, then the Trainer Rating will also be considered inactive until such a time that the Instructor Rating becomes active

again.

Maintaining Trainer Currency

Trainer Rating Held To Remain Current, Trainer Must To Re-establish Currency, Trainer MustTrainer Level 1-3 Actively be involved in 1 or more

Instructor Development upgrade within a 12-month period.

Perform a safety meeting of all spots that the trainer is approved to perform for an Instructor Level III or higher.

Trainer Level 4 Lead or assist in at least 1 FITP*, within a 24-month period.

Conduct a Safety Meeting for a team of Instructors under the supervision of a current Trainer Level IV.

* - Involvement must begin when the spotting scenarios are introduced and end once the candidates are signed off as Level I

Instructors.

If Trainer Level I-III currency is lost, then the Trainer must conduct a safety meeting (under the supervision of a current Trainer Level

IV) of all spots that the Trainer is approved to perform for an Instructor Level III or higher in order to re-establish currency. Note:

Required Instructor Development Training must be conducted inside the wind tunnel to be considered valid for the purposes of

maintaining currency.

If Trainer Level IV currency is lost, then the Trainer must conduct a safety meeting for a team of Instructors under the supervision of

a current Trainer Level IV. Note: If a Trainer Level IV is current, he/she is automatically current at the lower Trainer Ratings levels.

Suspension or revocation can be appealed to the IBA’s Safety & Training Director, whose decision is final.



Examiner positions within the IBA are limited based upon

the region. Being selected as an Examiner will depend on the

available open positions at the time and the need depending

on the area where there is a shortage. In order for a Trainer Level

IV to be considered for an upgrade to Examiner, the candidate

must meet the following minimum criteria:

l Has a minimum of 24 months continuous work as a Trainer Level IV

l Has trained at least 2 courses outside of their home facility

l Recommendation from their facility peers and management

l Shows consistency in following company procedures and policies

l Consistently motivates instructor teams and trainers to improve

l Demonstrates leadership within the Trainer group and communicates effectively within the Trainer group

Examiner ratings are renewed at the beginning of every

calendar year, and minimum requirements must be met in

order to retain the rating. An Examiner who does not retain

his or her rating due to lack of currency, for example, will

automatically revert to a Trainer Level IV.

The accompanying "IBA Instructor Ratings Chart" (page 69),

provides an outline of all of the instructor ratings and the

skills that must be mastered for each level. To properly utilize

the ratings program you must follow these instructions.

Examiner RatingsThe Examiner Rating is the highest rating that can be earned

within the IBA’s instructor/trainer system. Even though there

are specific minimum requirements that need to be met for an

Examiner to gain the rating, Examiners are hand picked based

upon performance, character, leadership skills and overall

ability.

The Examiner’s main role other than the being an active

Instructor and Trainer is to create Trainer Level 4’s and also

mentor other senior trainers and their teams.

Examiners are required to be actively involved in the growth

and forward movement of the IBA, be present for any meetings

or conference calls throughout the year to discuss items

pertaining to the development of the IBA and the training

systems.

Examiners are required to remain current as an Instructor

and a Trainer following the currency guidelines set forth in the

Instructor and Trainer manuals. Any Examiner that falls short

of the minimum currency requirements or fails to meet the

standard set will lose their Examiner rating and will revert back

to a Trainer Level IV rating.



Instructor’s progress will be tracked on the instructor’s rating

chart on the IBA web site. Upon logging in to your personal

account, your rating chart (Dashboard) provides a place to

record successful completion of particular skills with the

signature of an appropriately rated trainer.

l Physical fitness tests are REQUIRED. Weakness in any area may result in injury or death and / or an inability to complete some levels of training.

l Instructors may begin learning any item with the approval, and under the supervision of, an appropriately rated trainer. A more detailed explanation of what ratings the instructor must posses to teach a particular check box can be found online. When viewing the rating chart online if you hover over the check box a "pop-up" message will appear telling you more about the skill related to that check box and selecting the skill will open the skill page which explains each aspect specifically to gain that skill.

l Completed check boxes are recognized from tunnel to tunnel but are subject to performance evaluation by a lead instructor/trainer at each specific facility.

l "Head-down" as referred to on the chart is where the instructor at the beginning is hands–on to help the flyer learn to be stable on the net in a head down orientation. Once a flyer can demonstrate that they are stable on the net, then they will be prompted to adjust their position along with adequate wind speed to raise up off the net still the

assistance of the instructor.

l "Extraordinary Ability" is defined as the ability to correctly identify qualified and appropriate personnel to become Trainers, conduct the Trainer Level IV training, and has exceptional people and flying skills.

l Instructors who have not been in the tunnel in the previous ninety days may be subject to additional restrictions and/or supervision.

l Instructor and trainer ratings can be suspended or revoked at the discretion of any Examiner for any violation of the progression, or for failure to follow direct instruction.

Suspension or revocation can be appealed to the IBA’s Safety

and Training Director, whose decision is final.

This concludes the material that covers the Instructor

Level 1 training. If you have successfully come this far,

congratulations, we look forward to watching you grow as an

Instructor. The following pages include the Instructor Rating

Chart, Emergency Checklist and the Level 1 Assessment

Strategy.

Once you are considered ready to progress, this manual

contains Level 2-4 training documentation along with the

the Floating Instructor skills, which may be trained at any

point after the Level 1 rating. Please continue to use this

training manual as your primary reference tool along with

the training material that can be found on the IBA website.

www.tunnelflight.com

https://www.tunnelflight.com



IBA Instructor Ratings Chart

IBA Instructor Ratings Chart

71


instruCtor LeVeL 1 - emergenCy CheCKList | 71

EMERGENCY CHECKLISTINJURED FLYER

l Control the flyer

l Communicate with the controller to perform an emergency shutdown

l Call for assistance

l Do not move the flyer. Let emergency services arrive and take control and

responsibility of the situation.

VIOLENT FLYER l Get as much help as possible to calm the situation.

l Do not become physical at any time. If a customer is trying to harm you, move away and never retaliate.

l Separate the violent flyer from others.

l After the situation is under control, request that the violent flyer leave the property immediately.

l If the customer refuses to leave or returns to the property, notify the

authorities.

INJURED INSTRUCTOR l If the instructor and all other flyers in the chamber are low to the net, the

airflow controller should perform the emergency stop.

l If the instructor or other flyers are above waist height, the controller should perform a controlled rapid forced descent.

l If needed, emergency services should be called.

l Flyers should be led out of the chamber and then the injured instructor should be assisted as necessary.

l The instructor should not be moved until emergency services arrive and

take control and responsibility of the situation.

INJURED CONTROLLER l The instructor inside the chamber must end any flying immediately

l Assist any flyers out of the column of air

l Shut down the tunnel by using the emergency stop button located in the staging area. Note: The emergency stop button is not standard in the staging area of all tunnels.

FACILITY FIRE l Staff members should ensure that everyone is aware of the situation.

l Activate fire alarms and notify the emergency services right away.

l Evacuate the facility immediately.

l All personnel should gather in a designated safe area with any customers.

l Do not attempt to fight the fire or collect any valuables from inside the building. Note: The door(s) leading into the staging area of the tunnel are equipped with pull pins so the door(s) can be opened for exit if a loss of

power occurs.

STORMS l Keep all flyers below shoulder height in case a power outage occurs.

l In the event of a heavy storm, the recommendation is to not operate.

ROBBERY l Avoid being the subject of an armed robbery by ensuring that all

personal items and expensive items including money are kept out of sight.

l Watch your customers and be wary of suspicious activity or individuals.

l Where possible, have more than one employee at the entrance of the facility where the cash register is during early morning operations and late at night.

l If there is an armed robbery at your facility, DO NOT attempt to confront the robber; remain calm and obey their directions.

l Don’t try to reason with robbers or make any quick moves that may cause them to react. Give them what they demand and don’t try to chase them.

l Try to pay attention to the details of their appearance--their faces, clothing, any tattoos or scars, height and weight-- so you are able to provide information to law enforcement upon their arrival.

Emergency Checklist

72


Floating skills are those skills which are not classified within any one particular instructor level,

but that can be learned at any point after completing Level 1.

FLOATING SKILLS

73


FLoating sKiLLs - FLying with students | 73

FLYING WITH STUDENTSFlying with flyers is the skill by which you take grips on a belly-flyer and fly as a two-way with both

you and the flyer off of the net. Being able to fly with a flyer is a useful tool to assist flyers who are

struggling to gain stability. When flying with a flyer, you can help maintain a controlled neutral

position and create the opportunity for the flyer to find the correct body position.

Flying with flyers (a.k.a "high flights") is also a lot fun for the novice flyer. It enhances the

sensation of flight and gives

flyers an opportunity to

experience more control, turns,

and altitude than they would

on their own.

Initially, when you receive

the flying with students

ratings, you will have certain

restrictions placed on you by

your trainer. These restrictions

are for the safety of the flyers.

The restrictions ensure that

flyers you are approved to

fly with meet certain criteria

based upon your size and

specific skill set at the

time of your approval. The

restrictions which are dictated

by the trainer will fall in to

one or more of the following

categories:



l Specific selection of student flight suit sizes

l Specific age range of your flyers

l Certain height or weight of your flyer

l Limitation on the amount of degrees rotation you may complete

l Limitation on the altitude you may fly your students to

ProcessIn order to begin learning to fly with flyers, you should have the earned the flyer check

boxes "Formation Flying Level II"and "Static Flying Level III." The ability to belly-fly using

your whole body without conscious thought along with the ability to fly in a vertical

orientation and transition to and from vertical, are the skills you need to control a flyer

who is demonstrating only a little natural stability or to overpower a more skilled flyer

who is creating a dangerous situation.

Before you begin to fly with a flyer, you must ensure that you have the correct grips.

The grips used are a shoulder grip and a leg grip taken at the knee. The correct grips

will allow you to have complete control of the flyer. Grips should be taken by grabbing

the material of the flight suit; avoid pinching the flyer’s skin or holding any of the

flyer’s hair because this can cause discomfort. You must have both grips at all times

when you are off of the net.

Once you have the correct grips you can come off your feet and begin to fly with the

flyer. While learning this skill, you will need to practice returning to standing on the

net. You must remember that your primary responsibility is the instructor role, which

is defined as controlling the flyer and being prepared to spot while standing on the net.

One of the things you must be able to do, in order to be signed off to fly with flyers, is



demonstrate an ability to recover to standing on your feet and spot the flyer as needed.

You must able to do this quickly and without thought.

You will also practice controlling the flyer’s position in the tunnel. When flying with

flyers you want to operate in the center of the tunnel in order to keep the flyer from

making contact with the wall or a doorframe. If the flyer creates drive, maintain your

position in the center of the tunnel by working to neutralize the flyer’s drive by using

your flying skills to create drive in the opposite direction. If the flyer’s drive is too great

for you to control and you are being moved towards the wall, change the flyer’s heading

away from the wall until the drive is brought under control. Your primary focus here

should be to first ensure that any movement caused by the flyer can be controlled by

you.

You will also need to control the flyer’s altitude in the tunnel. Flying at a lower altitude

is generally safer and makes it easier for you to return to standing on your feet in order

to spot if needed. If the flyer begins to fly too high, use your fall rate skills to control

the altitude. In order to help the flyer to come straight down, you will need to stay on

the same level as the flyer while you are increasing your fall rate. Do this by holding

the flyer very closely so that your chest is making contact with the flyer’s side. This

also reduces the combined surface area of you and the flyer, which enhances fall rate.

You can maximize the fall rate by using a body position that is very chest high while

dropping one knee to streamline yourself as much as possible.

When you are initially flying with your students, it is important to operate within the

restrictions that were placed on you until you gain more experience and skill. These

restrictions are in place for everyone’s safety; the forces and situations that even the

smallest, most inexperienced flyers can create will probably surprise you.



As you gain more experience as a tunnel instructor using the flying with students

sign off, your Trainer will continually assess your ability to fly with different variants

of student sizes etc. These assessments along with continuous mentoring from your

Trainer and frequent training sessions will allow broadening your range of flight

experience and will allow your Trainer to adjust your restrictions when you show

proficiency.

SafetyFlying with flyers opens a new door to potentially unsafe conditions that can occur.

You must always fly within your limits; trying to surpass your skill level will increase

the chances of losing control and causing an injury to you and/or your flyers. To better

help you to gain experience, choose the people you fly with carefully. At first, fly only

with flyers who are similar to you in body size and weight, are physically fit, have

no disabilities and then slowly broaden your range within the restrictions that you

have imposed.

You need to understand that when your position changes from standing on the net to

flying and holding the flyer, the extra surface area may cause the two of you to float

upward toward restricted areas. Therefore, you will need to assess the wind speed

before and during the time you fly with a flyer; this will keep you from gaining too

much altitude at the beginning of your flight and will help you avoid any rapid fall rate

changes, either of which can alarm your student and cause unsafe situations.

In some situations it may be beyond the ability of even the most talented instructor

to keep flyers on their belly. For example if flyers try to force a front flip or a stand-

up, resisting it may cause you to hold them in a vertical orientation. Instead, you can



release the leg grip and allow flyers to go over onto their back where they can be easily

controlled, then return to the net before transitioning them back onto their belly.

Another example would be if they drive you backwards into the wall and then begin to

float. To remedy this, you can push on their knee in a way that will cause them to roll to

their back.

When you need to return to a standing position to spot flyers, you must at least keep

the shoulder grip until your feet make contact with the net and the flyer is under

control.

Finally you must keep current with all spotting techniques. Because flying with

flyers can result in situations where you must quickly execute complex spots, it is

important for the safety of you and your flyers that you are current on all of your

spotting techniques.

As you become more familiar with flying your students, your training and further

approval will allow for a broader range of student sizes and higher altitudes in the

flight chamber to fly. In these cases you will be exposed to higher wind speeds, which

can result in faster scenarios happening if your student adjusts body position.

As an experienced instructor you will often have the opportunity to fly with more

advanced flyers. If flyers have the earned their flyer "2-Way" check box--which means

that they can fly with other flyers--you don’t have to take the grips on them while you

fly with them. However, you must remember that your primary responsibility is to be

there to spot flyers as needed. In order to do this you should only fly at or below waist

level and avoid doing any vertical transitions. If a flyer starts to go above waist level

return to your feet and be prepared to spot.



Briefing (Instructor to Flyer)For flying with flyers it is rare to actually give an extensive briefing. If novice flyers have

been doing well, you may decide to do an impromptu flight with them with no briefing

at all, just to add a little something to the end of their experience. If flyers were having

difficulty with stability in their first flight, they may ask you to fly with them for their

second flight or you may let them know that you are going to be flying with them to

help them during the flight. In this case, the briefing would just be that you are going

to have grips on them and fly with them and perhaps one or two things that they could

work on to help their stability, like "get your chin up," or "relax."

It will also be helpful to focus on these two statements during your pre-flight

introductory class. By stating that at all times during your flight experience, to

maintain a chin up posture and remain relaxed with a still body position, this will aid

in having students be more stable during a "high flight" experience.

CONCLUSIONFlying with flyers involves leaving the net, and to some extent, reduces your ability to

carry out your primary role as the instructor/spotter. Although flyers find doing a two-

way a lot of fun and it is often a good way to help maintain a novice flyer’s stability, you

must be aware of your limitations and always operate within the restrictions until you

gain more experience.

To complete "Fly with Students" rating, you must be able to execute all spots after

returning to your feet and control the flyer’s altitude and position in the tunnel while

your trainer uses maximum drive and while the tunnel is operating at speeds that

range between too high and too low.

79


INSTRUCTOR LEVEL 2

80



TEACH BACK-FLYINGBack-flying is considered a free flying orientation and is

very commonly used in the tunnel as a safety and recovery

position. As flyers progress through the free flying system, it is

extremely important that they are very comfortable flying on

their back and are able to demonstrate complete control at a

range of wind speeds up through high vertical flight speeds.

Some of the principles learned while back-flying are very

similar to those used when sit-flying especially—for instance,

how flyers use their lower body to control heading.

A back-flyer must be able to demonstrate a neutral, back-

fly position, controlled forward/ backward movements and

turns in both directions. Flyers must also be able to control

fall rate, displaying both upward/downward movements.

Understanding and being able to control the neutral position

and movements will then allow a flyer to be able to learn

the basic transitions between belly-flying and back-flying

orientations.

A more advanced back-flyer must be able to demonstrate all of the above moves along with side sliding and the belly/back

transitions without hesitation at a range of wind speeds, up to and including those speeds the student would experience when

flying a vertical body position.

TEACHING SKILLS



Process

Before flyers can learn to back-fly, they must first be signed off for all of the Level

I Flight Skills. They must also complete a briefing on the safety aspects of this

orientation.

LOW WIND SPEEDS, RECOVERY POSITION Beginner back-flyers will learn the neutral body position and basic movements while

remaining on the net or with minimal height at low wind speeds; this facilitates easier

communication and better accessibility for you, the instructor, to make body position

corrections where necessary and to maintain a controlled environment.

Before beginning, you will need to instruct flyers on how to correctly recover if in the

event that control may be lost and that a transition or roll to a belly-flying position is

not appropriate. You should instruct flyers that if they lose stability, they should return

to a neutral back-flying position, slowly returning down to the net where appropriate

and maintain a strong stance against the tunnel walls in order to maintain a

symmetrical position throughout.

It will be necessary for you as the instructor to maintain control by the use of a grip

during the flyer’s entrance and exit. In addition, if a flyer begins to drift toward an open

doorway during their flight, it is your duty to physically assist them away as it can be

difficult for flyers to see the doors during early back-flying sessions.

Once flyers demonstrate they can correctly control the neutral back-flying position,

heading, and forward/backward movements at low wind speeds, then you may

increase the wind speed incrementally in order to challenge your students further.

The instructor gives the signal to begin



CONTROLLING HEADING, FORWARD AND BACKWARD MOVEMENT

Training should begin with a good neutral, back-fly position in the center of the tunnel.

Next, flyers can learn to control their heading and forward and backward movements.

When they do this, they learn how to control any unwanted movements that may occur

once they raise up off the net. As your flyers show control with these movements, you

may then instruct them to adjust their body position such that they slow their fall rate

enough to come up off of the net.

You as the instructor will need to determine the appropriate rate of wind speed that

is fast enough to allow the student to raise off the net while not so fast that a slight

imperfection in their body position will cause a rapid movement toward the wall.

Once the flyer can control their position along with the basic movements and can

maintain a still stance in the center of the tunnel, you may begin to challenge them

to start and stop turns to pre-determined headings and make controlled forward and

backward movements on command.

A neutral position can be obtained by adopting a symmetrical shape throughout, with

the head tilted back slightly, arms spread with an approximately 90° bend at the

elbows, and legs shoulder-width apart with a 90° bend at the hips and knees.

To create forward drive, flyers should extend their legs, keeping their lower leg pushed

onto the airflow and extending their feet out toward the walls, and slightly bending

the arms to bring their hands towards their shoulders. To create backward drive they

should bend their legs, bringing their knees toward their chest, keeping the lower leg

pressed on to the airflow, and stretching their arms slightly above their head, which

keeps their arms pressed back on to the airflow.



If a flyer has not learned how to control their heading, they may

need to be taught the basic principles in order to move forward

and backward without turning at the same time.

Recall that turns are created by deflecting airflow with your

upper and lower body simultaneously in a balanced manner to

create a controlled center point rotation. Instruct your students

to angle their feet and lower legs in one direction while using

their arms to "push" and direct airflow in the opposite direction.

This will provide the necessary inputs to generate a heading

change. At the beginning, encourage flyers to make many small

turns which will allow them to get a good feeling for, and a

better understanding of, how their inputs work.

UP AND DOWN MOVEMENTNext, flyers need to develop the ability to move straight up and

straight down in the flight chamber. Have them start on the

net and go from a neutral position to your eye level, stop in a

neutral position, then return to the net and stop in a neutral

position. Make sure the wind speed is high enough for them

to gain altitude and to arrest their descent. Increase the wind

speed in small increments as flyers gain ability.

As flyers progress, you must ensure that they are using their

whole body in a coordinated fashion while still maintaining

control of their speed. For example, for upward movement, are

they slowing their fall rate by only spreading their arms or are

they also spreading

their knees and

slightly extending

their arms and legs

for more power? And

if they are doing an

aggressive upward

movement, are they

able to demonstrate

that they are in

control by moving

straight up and

stopping, returning

to neutral position?

SIDEWAYS MOVEMENTMore advanced

back-flyers must also learn to move sideways. Instruct those

students to move sideways by using their arms and legs to

deflect air in the direction opposite to the desired direction of

travel and to stop by deflecting air in the direction of travel.

Once flyers can demonstrate a good, neutral position along with

controlled movements, they may attempt to learn the "Back-to-

Belly, Front Flip" and "Belly-to-Back, Back Flip" transitions.

Instructor coaching a back-fly turn



Safety

You should initially operate at low wind speeds and position flyers in the center of the

tunnel so that they are not facing directly towards or away from a door. Positioning

flyers in the center will allow them the maximum amount of room to learn how to

control each of the movements with less likelihood of making contact with one of the

walls. In addition, novice back-flyers sometimes display an inability to control their

forward and backward movement; so making sure they are not facing directly toward

or away from the door will reduce the chances that they will inadvertently fly out of the

flight chamber.

As flyers progress and their skill level increases, they will begin to fly in wind speeds

high enough to support their weight, allowing them to fly off the net. When you decide

to increase the wind speed, you must understand the risks involved in doing so; a

flyer’s body position can change at any time, causing quick movements that will

require a faster response from you, especially if a flyer is flying toward a doorway that

they cannot see.

It is important to watch flyers’ body pitch when trying to determine what actions to

take for their protection. Always being one step ahead of a flyer’s projected movement

will give you enough time to be prepared to take action whether it is preventing or

making a spot.

Keep your flyers in close proximity to you as they learn the movements associated with

back-flying so that you are in a position to spot and control a situation if necessary.

Once a flyer has consistently demonstrated controlled movements and fall rate skills,

they may be given some additional latitude to exercise the skills at a more advanced

level.

Back-fly side slide

Spotting a back-flyer



Briefing (Instructor to Flyer)

When you brief a back-flyer, you must include these points:

l The progression you will go through includes: ¢ Neutral position on the net first ¢ Forward and backward movement low to the net ¢ Turns in place on the net ¢ Movement stright up and straight down

l If you begin to lose control, slowly descend toward the net in a neutral back-flying position.

l Instruct your students on how do each kind of movement:

l A neutral, back-fly position consists of a straight torso from the shoulder down to the hips, back flat on to the airflow with your head up slightly, arms spread with a 90 degree bend at the elbow. Your legs should be shoulder-width apart, with 90 degree bends at your hips and your knees. Toes should be pointing up.

l For forward movement, extend the legs, keeping your lower leg pushed on to the airflow and extending your feet out toward the walls and slightly bending the arms bringing your hands towards your shoulders.

l For backward movement you should bend your legs, bringing your knees toward your chest, keeping the lower leg pressed on to the airflow and extend your arms slightly above your head with your arms pressed back on to the

wind.

l To move up, increase your surface area by slightly arching at the chest to "cup" air, spread your arms wide and slightly extend them above your head. You should increase the

width of your knees and slightly extend your legs.

l To move down, decrease your surface area by flattening your chest, reducing the width of your knees and slightly bending your arms and your legs towards a neutral position. To move down faster, you can further decrease your surface area by arching your back down towards the net.

l To turn, use your forearms to deflect air by extending the arm that is opposite to the direction you wish to turn out to the side, rotating the palm of your hand on to the airflow for better deflection. Rudder your lower legs by rotating your thighs in a way that moves your feet into the desired direction of travel.

l To move sideways, use your arms to deflect air in the same manner as turning, using the opposite arm to the direction of desired travel and rudder your lower legs by rotating your

thighs in a way that moves your feet in the same direction.

l Instruct your students that they need to always demonstrate controlled movements by starting from a neutral position, moving, and stopping in a neutral position.

l Explain that to do each kind of movement in a coordinated fashion using their whole body, they should first be able to comfortably use each controlling surface of their body without losing stability and have a good understanding of each maneuver, then try to do each skill by using multiple,

and where practical, all control surfaces.



Hand SignalsThe hand signals that a flyer must understand while learning to back-fly are:

Conclusion

Back-flying is an important step for any flyer wishing to begin the "free flying" skill. It is used to recover from unstable free flying

orientations and should be viewed as the foundation for a safe progression. Even though for many it will seem very unnatural to

learn this position, once mastered it will produce a well-rounded flyer who will typically progress through other orientations more

smoothly.

Bend your legs Straighten your legs

Come down

Get your chin upGet your knees down

Go upFace this way

Get your knees up

Move fasterMove slower

Hand Signals for Back-Flyers



Teach Level II Transitions

Transitions in the tunnel can be defined as movements that

begin and end in a stable, neutral flight and either change or

pass through different body attitudes or orientations.

Transitions may be categorized in two ways: by discipline or

difficulty. The disciplines are "Belly-Fly," "Back-Fly," "Sit-Fly" and

"Head-Down." The difficulty of the transitions can be categorized

as basic, intermediate and advanced. Using these definitions

of the different transitions, a flyer, as part of earning his or her

"2-way VFS Intermediate" check box, for example, would have

to learn all of the intermediate level transitions for the specific

orientation.

Each transition is also rated on its complexity for an instructor

to spot and is defined as a Level II, III, or IV transition. Flyers may

only learn transitions while being spotted by an appropriately-

rated instructor. For example, a Level II transition can only

be taught by an instructor rated to teach Level II transitions.

However, once a flyer has been approved for a particular set of

transitions he or she is free to do those transitions while under

the supervision of ANY rated instructor.

Process

ASSISTED GRIPBefore flyers begin to learn a new transition they must have

demonstrated the appropriate level of proficiency for the

starting and ending positions of that transition.

For example, if a flyer wants to learn to do the transition "belly-

to-back, back flip," they must have already demonstrated

intermediate proficiency for belly and back-flying. This means

that they must have demonstrated an ability to remain neutral,

move forward, move backward, move up, move down, move

sideways and turn in place on their belly and on their back

using their entire body in a coordinated fashion.



Pre-briefing flyers before each tunnel session is very important.

The briefing should explain the details of how to execute the

transition, how fast to rotate during the transition, at what

altitude to do the transition, and how to communicate between

repetitions.

While teaching any transition, it is mandatory that you first

have a controlling and securing grip on flyers. This gives you

the ability to prevent flyers from driving in any unwanted

direction and to avoid other unsafe conditions. Always

begin with an assisted grip until flyers have repeatedly and

consistently demonstrated the ability to transition in place

at the correct speed, remain under control, and perform with

confidence. For example, if flyers create excessive unwanted

drive towards the wall during the transition, you can use the

assisting grip to steer them away from the wall while they

recover.

You may also be able to use your free hand to assist the flyer

through the transition. For example, if flyers slow their rotation

with 45° of body pitch, you can use the assisting grip and your

free hand to keep them rotating through the transition, so that

they will not create excessive drive.

Spotting transitions should generally be done as follows: l Barrel rolls are spotted from in front of the flyer.

l Front and back flip transitions are spotted from the side.

Belly-to-back-fly transition with an assisted grip from the instructor.

After flyers have demonstrated proficiency performing a

particular assisted transition, they may begin to learn the

unassisted transitions with a properly rated instructor.

UNASSISTEDOnce flyers have demonstrated that they can consistently

perform a transition with control and at the correct speed, you

can allow them to attempt the same transition unassisted.

The flyers’ pre-brief for an unassisted transition is very similar

to the one for an assisted transition. One difference is that

flyers do not have to wait for you to grip them; they do, however,



have to wait for you to signal them to do the transition. This

will ensure that you are prepared for them to begin and the

wind speed is set correctly. The transition should be done on a

predetermined heading, a defined altitude, at the correct speed,

and with determination to complete the maneuver.

Although transitions that are unassisted require that there be

no grip on the flyers, you will need to remain close to them. You

will shadow their movements until they have demonstrated

consistency and are signed off. If flyers begin to show improper

technique, drive, or an inability to control their level, you should

immediately re-grip and have them practice the transition

assisted. Once they can consistently demonstrate the transition

without tension you can allow them to attempt it again

unassisted.

Generally, when learning a transition, flyers will do it at a

fast rate of rotation. As they gain experience and become

comfortable, they will learn to adjust the speed. How well flyers

control the speed of the transition can tell you a lot about their

mastery of a particular maneuver.

Once flyers have demonstrated an ability to perform all of the

flying skills and the unassisted transitions for a particular level,

consistently and with control, they can be signed off to perform

these transitions under the supervision of any instructor.

SafetyAs flyers pass through different body attitudes and

orientations, it is very easy for them to become a little confused

or slightly disoriented. In these situations, encourage flyers to

remain focused on completing the transition as planned.

However, if flyers stall during the transition, become completely

disoriented or create drive, they should go to their recovery

position, which is done by balling up and then expanding into a

neutral, back-fly body position.

If a flyer requires your assistance through transitions,

the assisting grip not only allows you to control the flyer’s



movements, but also allows you to assess whether or not

the flyer is ready to be unassisted. If a flyer has drive while

assisted, you will feel tension in the grip. In this case you must

keep the assisting grip while teaching the flyer to adjust the

technique. Once you see and feel consistency in repeated

consecutive transitions, the flyer is ready to begin doing the

transition unassisted.

In order for flyers to successfully complete any transition, they

must do so with the appropriate amount of speed. While flyers

are learning a transition, executing the maneuver either too

slowly or too quickly can create a potentially unsafe condition.

As you become familiar with teaching the various transitions,

you will develop an understanding of the ideal speed of rotation

for the flyers to perform each transition.

The wind speed is also an important factor to consider.

Ensuring the wind speed is set correctly for the particular

transition and the skills of the particular flyer is important so

that as a flyer passes through an unstable orientation, his or

her flight level doesn’t change, which could cause the need for

a spot.

Before approving any flyer skill request that includes

transitions, you must witness the flyer demonstrate the flying

skills and performing all of the transitions listed for that check

box, unassisted, safely and consistently.

Briefing (Instructor to Flyer)WWhen briefing flyers for transitions, the points you need to

cover are: l Wait for me to take a grip and give you the signal to start

the transition.

l Be committed throughout the transition.

l Be prepared to go to your recovery position.

l Do not perform a transition directly towards or away from a door.

l Transition at the correct speed; between repetitions watch me for hand signals to transition more quickly or more slowly.

l Once each transition looks safe and consistent, I will release the grip but will still signal you to start the transition

Gripping the student for a barrel-roll transition



Come downFace this way

Move fasterMove slower Go up

Start transition (ok to go)Stop

ConclusionTransitions can produce a lot of drive because they cause

flyers to go through extreme body pitches. That is why it is

important to help flyers learn new transitions by assisting

them with a controlling grip before allowing them to perform

the maneuvers unassisted. As the instructor, you must

ensure that flyers can repeatedly perform the assisted

transition in place and at a predictable altitude.

Hand SignalsThe flyer must be made familiar with these hand signals, in order to learn Level II transitions:

Hand Signals for Level 2 Transitions

After flyers progress to learning transitions without a grip, they will

have more freedom to advance their flight skills to a mastery level.

Then you must ensure that flyers can repeatedly perform all of the

transitions unassisted for each level in place and at a consistent

altitude, before they are signed off to do the transitions under the

supervision of any instructor.



Transition Drills (Instructor Teaching a Flyer)Each transition is a little different. Here are some details related to each of the Level II

transitions. Instruct your students as follows:

BELLY–TO–BACK BARREL ROLL

The transition should be performed at my chest level.

1. nitiate this transition by creating a slight amount of lift with your upper body using your arms and your chest.

2. As you begin the lifting motion, bring your knees toward your chest to enhance the rotation.

3. As you pass over your feet and a head up position, begin to open in to your back flying position to slow the rotation.

4. Stop the rotation by slightly rotating your head back and extending your arms to create lift that will act as the brake and keep your legs bent with your knees slightly wide for stability.

5. End the transition by stopping in a neutral, back-fly position.

l Instructor must spot flyer from the front.

l Flyer must be low to the net.



BACK–TO–BELLY, BARREL ROLL

The transition should be performed between the net and my waist level.

1. Initiate the roll by keeping your chin up and with your legs remaining bent, tucking one foot underneath the opposite leg with your arms remaining in a neutral position.

2. Allow your upper body to follow your lower body as you rotate.

3. As you approach a belly-flying orientation, aim to assume a belly-fly position.

4. Stop the rotation by slightly extending the arm that meets the airflow at the end of the transition (for a clockwise rotation this will be your left arm as you end in a belly-fly position) and keeping your legs bent.

5. End the transition by stopping in a neutral, belly-fly position.



l Instructor should be prepared for flyer to drive forward.



FULL BARREL ROLL

This transition should first be learned in 1/2 transitions: Belly-to-Back Barrel Roll

followed by Back-to-Belly Barrel Roll. When you are consistent, then you may put the

two transitions together to complete the full Barrel Roll.

The transition should be performed between the net and my waist level.

1. Initiate the roll by keeping your chin up, eyes facing forward and rolling one knee underneath the opposite leg with your arms remaining in a neutral position.

2. Allow your upper body to follow your lower body as you rotate.

3. Continue to focus on a point in front of you to assist in heading control and avoiding any pitch changes

4. Allow the momentum of the rotation to pass you through a back-fly orientation as you continue to rotate.

5. As you approach a belly-fly orientation, prepare to stop by slightly extending the arm that meets the airflow at the end of the transition (for a clockwise rotation this will be your right arm as you end in a belly-fly position) and keeping your legs bent.

6. End the transition by stopping in a neutral, belly-fly position.



l Instructor should be prepared for flyer to drive forward.

l This transition must be taught in half transitions.



BELLY–TO–BACK, BACK FLIP


1. Initiate this transition by creating a slight amount of lift with your upper body using your arms and your chest.

2. As you begin the lifting motion, bring your knees toward your chest to enhance the rotation.

3. As you pass over your feet and a head up position, begin to open in to your back flying position to slow the rotation.

4. Stop the rotation by slightly rotating your head back and extending your arms to create lift that will act as the brake and keep your legs bent with your knees slightly wide for stability.

5. End the transition by stopping in a neutral, back-fly position.

l Flyer must know how to back fly.


l Instructor must use shoulder grip.

l Be prepared for fall rate change and over-rotation.



BACK-TO-BELLY, FRONT FLIP


1. Initiate this transition by creating a slight amount of lift with your upper body using your arms and your shoulder blades and also slightly rotate your head.

2. As you begin the lifting motion, keep your knees bent and tuck your feet/heels back behind you with your knees wide to enhance the rotation.

3. As you pass over your feet and a head up position, begin to open in to your belly-flying position to slow the rotation.

4. Stop the rotation by extending your arms and flattening your chest on to the airflow and keep your legs bent.

5. End the transition by stopping in a neutral, belly-flying position.

l Flyer must know how to back-fly.


l Instructor must use shoulder grip.

l Be prepared for fall rate change and over-rotation.



TEACH WALKING SKILLSAs an instructor you will frequently be called upon to teach and spot flyers who want

to learn to walk in the tunnel. Generally, the types of flyers learning this discipline are

those who want to coach in the tunnel and people who are learning to sit-fly.

For coaches, learning to walk allows their students to utilize more of the flight

chamber, because they take up less space than if they were flying and allows them to

more easily be hands-on with flyers in order to adjust their body positions. Walking

can also facilitate easier communication between the coaches and flyers. For free

flyers, walking serves as an introduction to maneuvering in a vertical orientation in

the airflow and is the preferred method for sit flyers to enter and exit the tunnel. Flyers

who are initially learning to sit fly will be required to demonstrate a very basic ability

to walk, while coaches will need to demonstrate a more comprehensive set of skills.

l Have flyers either remove their booties from their jumpsuits or use jumpsuits that don’t have booties. Ensure that flyers have already demonstrated the skills necessary for "Basic Belly-Fly" and "Basic Back-Fly." Review the hand signals for "stop," "keep you body vertical," "watch me," "face this way," "go faster/slower."

l Novice walkers often make two common mistakes that you should be aware of. One is that they often lean in the desired direction of travel, rather than away from it. The other is that they lean their entire bodies rather than flexing at the hip. As such, instruct flyers to flex at the hips and lean their upper body away from the desired direction of travel to obtain drive. Explain that to stop the movement, they should make the equal and opposite input.

l Start at low wind speeds (winds should be at, or below, the flyer’s fall rate in a belly fly orientation). As the flyer gains experience and demonstrates the ability to stay on his or her feet, you can gradually increase wind speed to sit fly speeds.

"Shadowing" the student in preparation to assist



l In the beginning stages, you should use a shoulder grip. This grip, high on the flyer, gives you more control over the upper body in order to protect the head when you need to spot the flyer. This grip can also be used to help the flyer stay vertical so that he or she can take small controlled steps. For first-time walkers or unusually unstable walkers, you should take a shoulder grip and a hip grip. This allows you to more effectively control the pitch of the torso in order to keep the flyer vertical and control walking speed. In this situation you may also want lower the wind speed to allow the flyer to be more comfortable and in control. Use this assisting grip as the flyer walks into and out of the flight chamber, and until he or she can be safely spotted without the grip.

l Encourage flyers to take small steps, keeping their feet flat on the net and their hips over their feet. Small steps will help them keep their feet under their bodies and allow them to better control their speed. Having the hips over the feet and feet flat on the net helps to keep their body weight over their feet and will prevent their feet from being swept off the net.

l After you make the decision to release your grip, you should remain on the flyers’ side body, shadowing their movements until they are consistent and stable, at which time you should be comfortable giving them more room to maneuver.

l After flyers demonstrate proficiency with basic walking skills (neutral, forward, backward, turning and sideways,) they may wish to learn to carve. Carving combines multiple walking moves (forwards/backwards, sideways and turning) resulting in an orbital motion around the center of the flight chamber. For in-facing carving this is done by combining forward, sideways, and turning movements, while for out-facing carving this is done by combining backward, sideways, and turning. Always keep the wind speeds low enough so that if flyers gets blown off their feet, they can control their altitude and avoid the need to be spotted.

l If you decide to increase the wind speed, brief flyers that they should always stay on their feet and avoid the temptation to go to their belly or back when they feel uncomfortable. If flyers do accidentally fall into a horizontal orientation, they should be instructed to stay below the top of the doors at all times using their belly or back-fly skills. Unless flyers have already been signed off to perform the appropriate unassisted transitions to return to their feet (back-to-sit or belly-to-

"Shadowing" the student in preparation to assist

Signalling to begin movement



sit), they should remain on their back or belly until you assist them to their feet. Always keep the wind speeds low enough so that if flyers get blown off their feet, they can control their altitude and avoid the need to be spotted.

l Novice walkers may accidentally walk into the wall, because of an inability to control their movement. Therefore, flyers should be oriented so that they are not walking directly towards or away from a door, because they may accidentally exit the flight chamber in an uncontrolled manner. In the pre-brief, you should instruct flyers that if they feel they are going to hit the wall, they should try to distribute the force of the impact by making their body as flat as possible. If not cautioned about this, flyers may instead demonstrate a natural tendency to reach out to the walls with their hands and elbows to protect themselves; this can result in injury if they hit the wall hard.

As a Level II Instructor, you will be drilling both coaches and flyers who are fulfilling

requirements prior to moving to their next level. As a trainee, you will be evaluated on

the quality and effectiveness of your drills. Your coaches must be able to demonstrate

an ability to execute all of the walking drills listed below, while flyers who are learning

to walk as part of their free-flying requirement need only demonstrate drills one and

two.

1. While being assisted, demonstrate basic walking skills, using correct techniques and making controlled movements. Basic walking skills include: walking forward, backward, sideways, turning, and entering/exiting the flight chamber.

2. Demonstrate basic walking skills using correct techniques and making controlled movements while unassisted.

3. Demonstrate straight-line super-positional movements. For example, move forward and right simultaneously in order to make a diagonal move or move forward and backward while turning.

4. Carve while walking. You should be able to carve around the tunnel while facing the center, while facing away from the center and be able to easily and naturally transition from one to the other.

Assisting and signalling the correct hip position

Assisting and signalling the correct hip position



Briefing (Instructor to Flyer)

When briefing flyers learning to walk, the points you need to

cover are:

l Review all hand signals and communication methods.

l Brief flyer on proper techniques for walking and stopping, including bending at the waist, leaning forward, leaning back, taking small steps and keeping hips over feet.

l Instruct the flyer to wait for a grip and for the signal to begin the walking movement.

l Instruct the flyer on points of safety, including not walking directly towards or away from a door, staying vertical, lessening the force of an impact against the wall, and the neutral, back fly recovery position.

l Instruct the flyer that if he should come off his feet, he should return to a height below the top of door.



Hand SignalsFlyers must be made familiar with these hand signals, in order to learn how to walk:

Move slower Stop

Face this wayStraight body position

Move faster

Hand Signals for Walking



Conclusion

Walking is the entry in to vertical flight. Flyers will begin to

understand the basic concepts and maneuverability that are

used for head-up flight during this learning phase and it is a

key step toward a safe progression.

Entering and exiting the flight chamber on foot will be

necessary when students begin learning more advanced body

positions.

It is also key to being able to coach. We recommend that flyers

learning to become coaches be proficient with transitioning

between horizontal orientations and a vertical stance so that

they are able to perform those maneuvers during coaching

sessions.

Learning to walk inside the wind tunnel will present specific

challenges to those who rely on "normal" every day walking

methods. It will require you to demonstrate to flyers how and

why the use of the airflow for movement is very important for

control and how these skills will need to be fine-tuned to ensure

control is maintained throughout at any wind speed.



LIST OF CHARTS & FIGURESEmergency Checklist . . . . . . . . . . . . . . . . 70

Flyer Rating Progression Paths . . . . . . . . . . . 60

Hand Signals for Back-Flyers . . . . . . . . . . . . 85

Hand Signals for Level 2 Transitions . . . . . . . . . 90

Hand Signals for Walking . . . . . . . . . . . . . . 100

Hand Signals to Use with First-Time Flyers. . . . . . . 14

Hand Signals to Use with More Experienced Flyers . . .15

Hand Signals to Use with The Controller . . . . . . . .16

IBA Flyer Ratings Chart . . . . . . . . . . . . . . . 63

IBA Instructor Ratings Chart . . . . . . . . . . . . . 69

Instructor Progression . . . . . . . . . . . . . . . . 64

Link to Skills Videos . . . . . . . . . . . . . . . . . . vi

Maintaining Instructor Currency . . . . . . . . . . . 65

Maintaining Trainer Currency . . . . . . . . . . . . 66

Trainer Progression: . . . . . . . . . . . . . . . . . 64

Types of Coaches . . . . . . . . . . . . . . . . . . .61

When to Depress the Emergency Stop Button: . . . . .18

LIST OF CHARTS & FIGURES

THE INTERNATIONAL BODYFLIGHT ASSOCIATION › uploads › lessonplans › ...2017/10/12 · No...

Documents

Transcript of THE INTERNATIONAL BODYFLIGHT ASSOCIATION › uploads › lessonplans › ...2017/10/12 · No...