After an intensive day of training, a 51-year-old student pilot, who was training for his LAPL(A), was due to complete two laps of the aerodrome flying solo. What began as a routine training flight ended in a serious accident: after approaching too quickly, the aircraft touched down too late, rolled over the end of the runway and crashed into a hangar wall. The student was seriously injured and the aircraft - a Diamond DA20 Katana - was severely damaged.<\/p>\n\n\n\n
When analysing the wreckage, the Federal Bureau of Aircraft Accident Investigation (BFU) found that the landing flaps were not fully extended, but were still in the take-off position (15\u00b0). The flight manual prescribes a flap position of 45\u00b0 for landing. The insufficient flap position led to<\/p>\n\n\n\n
Although the pupil noticed the crossing, he did not associate it with an incorrect flap position - a classic case of cognitive overload.<\/p>\n\n\n\n
The BFU emphasises that after a full day of flying with several training flights, the student may already be mentally at its performance limit<\/strong> had arrived. According to the report, a rest period between flights could have helped to regenerate concentration for the demanding solo flight.<\/p>\n\n\n\n In addition, the student pilot was Seven-month training break<\/strong> was significantly restricted in his flying routine. Although he had previously completed another ten flying lessons with an instructor, his solo flying experience was limited to just 27 minutes<\/strong> extremely limited.<\/p>\n\n\n\n A key element of the report is the inadequate decision-making in the critical final phase. According to the BFU, the student tried to \"go through\" with the landing despite unfavourable parameters instead of opting for a go-around manoeuvre - even though this had been practised intensively in the training beforehand.<\/p>\n\n\n\n Rainer Krumm, author of the book \"Mental training for pilots\"<\/em>is quoted in the report:<\/p>\n\n\n\n \"A pilot is only ready for their first solo flight when they are not only confident in their flying skills, but are also able to assess situations, make decisions and implement them.\"<\/p>\n<\/blockquote>\n\n\n\n The BFU sees a clear gap in the student pilot's decision-making ability here.<\/p>\n\n\n\n The 725-metre-long asphalt track in Oerlinghausen has a not to be underestimated Drop of 56 feet<\/strong> in the longitudinal profile. This can, especially with little flying experience, lead to optical illusions on approach<\/strong> lead. The student may have started higher because he mistakenly thought he was too low.<\/p>\n\n\n\n To make matters worse, the Radio communication was blocked<\/strong>when the flight instructor wanted to give a take-off instruction - the channel was occupied by another aircraft. Only when it was already too late was he able to shout \"left, left, left\" over the radio - a directional instruction that prevented the aircraft from crashing into the fence, but could no longer avert the collision with the hangar wall.<\/p>\n\n\n\n The Oerlinghausen case raises key questions about training practice:<\/p>\n\n\n\n The BFU recommends that flight instructors assess the mental performance of their students. Consciously assess and plan breaks<\/strong> should. Likewise, they should not only have flying skills, but also Psychological resilience and flexibility of action<\/strong> keep an eye on.<\/p>\n\n\n\n The tragic accident in Oerlinghausen clearly shows that technical errors such as an incorrect flap position are avoidable - if you have the mental clarity and decision-making ability. A solo flight is not a formality, but a psychologically and technically demanding step. Flight instructors and students should prepare it with the greatest possible care - because as the BFU aptly puts it:<\/p>\n\n\n\n \"A decision can be wrong. Deciding nothing is wrong.\"<\/p>\n\n\n\n
\n\n\n\nDecision-making ability: take off instead of \"forcing\" it<\/h3>\n\n\n\n
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\n\n\n\nOther factors: slope profile and radio problems<\/h3>\n\n\n\n
\n\n\n\nLessons for training: quality over quantity<\/h3>\n\n\n\n
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\n\n\n\nConclusion: Preparation, mental strength and clear decisions save lives<\/h3>\n\n\n\n
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