**U.S. Department**

**of Transportation** Federal Aviation Administration 

# DRAFT

**Advisory Circular**  **Subject:** Stall and Stick Pusher Training **Date: Initiated by**  **:** AFS - 200 **AC No:**  120 - STALL **Change: FOREWORD**  Th e primary

goal of this draft AC is to provide best practices and guidance for training, testing, and checking for pilots to ensure correct and consistent response to unexpected stall warnings, and/or stick pu sher activations. This AC emphasizes scenario - b ased training (SBT) with a focus on prevention, recognition, and recovery at the first indication of a stall as the prim ary means of ensuring proficiency in stall recovery . The information within this AC was developed based on a review of recommended practices developed b y major aircraft manufacture r s, labor organization s , air carriers, training organizations, simulator manufacturer s, and industry representative organizations. The FAA recognizes that the c ontent of this draft AC explains in further detail concepts proposed in the supplemental notice of proposed rulemaking (SNPRM), entitled Qualification, Service, and Use of Crewmembers and Aircraft Dispatchers, FAA Docket FAA - 2008 - 0677 , and corresponding flightcrew member training AC, regarding stall and s tick pusher training. Following review of the comments regarding the stall and stick pusher training proposed in the SNPRM, this AC may require additional revision. The FAA will review both the comments received in response to this AC and the SNPRM, and revise the documents accordingl y to ensure consistency and standardization. Comments regarding this AC must be posted to the docket for this guidance at www.regulations.gov , Docket No. FAA - 2011 - 1359 , no later th an January 12, 2012 . J ohn M. Allen Director, Flight Standards ServiceDATE AC 120 - STALL

iii **CONTENTS** Paragraph Page CHAPTER 1. BACKGROUND INFORMAT I ON ................................ ................................ ......... 1 1 - 1. BACKGROUND ................................ ................................ ................................ .............. 1 1 - 2. GENERAL ................................ ................................ ................................ ........................ 1 1 - 3. FSTD LIMITATIONS ................................ ................................ ................................ ...... 1 1 - 4 . DEFIN IT IO NS/TERMS ................................ ................................ ................................ ... 2 1 - 5 . RELATED REGULATIONS ................................ ................................ ........................... 3 1 - 6 . RELATED FAA GUIDANCE ................................ ................................ ......................... 3 1 - 7 . RELATED REFERENCES ................................ ................................ .............................. 3 CHAPTER 2. STI CK AND STALL PUSH ER TRAI NI NG PHILOSOP HY ................................ . 4 2 - 1. GENERAL PHILOSOPHY ................................ ................................ .............................. 4 2 - 2. TRAINING PHILOSOPHY ................................ ................................ ............................. 4 2 - 3. STALL TRAINING ................................ ................................ ................................ .......... 4 2 - 4. PREVENTION TRAINING (AVOIDANCE AND RECOGNITION) ............................ 5 2 - 5. RECOVERY TRAINING ................................ ................................ ................................ . 5 2 - 6. RECURRENT TRAI NING ................................ ................................ .............................. 6 CHAPTER 3. GROUND SCHOOL/ACADEM I C TRAINING ................................ ..................... 7 3 - 1. GENERAL ................................ ................................ ................................ ........................ 7 3 - 2. GROUND SCHOOL/ACADEMI C TRAINING ................................ .............................. 7 3 - 3. SIMULATOR STALL TRAI NI NG ................................ ................................ ................. 9 3 - 4. PILOT STIMULATION ................................ ................................ ................................ ... 9 3 - 5. MANEUVER - BASED TRAI NI NG ................................ ................................ ................. 9 3 - 6. REALISTIC STALL EXERCI SES. ................................ ................................ ............... 11 3 - 7. SBT ................................ ................................ ................................ ................................ . 13 3 - 8. STARTLE TRAINING ................................ ................................ ................................ ... 14 CHAPTER 4. CONCEPTS FOR BUILDIN G DEMONS TRATIONS, SCENARIOS, AND RECOVERY TECHNIQUES. ................................ ................................ ................................ ....... 17 4 - 1. GENERAL ................................ ................................ ................................ ...................... 17 4 - 2. CREWMEMBER ROLES AND RESPONSIBILITES ................................ .................. 18 4 - 3. TESTI

NG/CHECKING APPROACH - TO - STALLS ................................ ..................... 18 4 - 4. STI CK PUSHER TRAINING ................................ ................................ ........................ 20 4 - 5. RECOVERY PROCEDURES ................................ ................................ ........................ 20 4 - 6. I NSTRUCTOR/EVALUATOR TRAINING ................................ ................................ . 20AC 120 - STALL DATE

iv CHAPTER 5. STALL RECOVERY TEMPLATE ................................ ................................ ....... 21 5 - 1. AIRCRAFT COMMONALITIES ................................ ................................ .................. 21 5 - 2. AIRCRAFT DIFFERENCES ................................ ................................ ......................... 21 5 - 3. STALL RECOVERY TEMPLATE ................................ ................................ ................ 21 **APPENDIX 1. SAMPLE D EMONSTRATIONS**  **................................ ................................**  **.......** 1 **APPENDIX 2. SAMPLE TR**  **AINING EVENT SCENARI OS**  **................................ ..................**  1 **APPENDIX 3. FSTD**  **CONSIDERATIONS ................................**  **................................ ...............**  1DATE AC 120 - STALL

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**CHAPTER 1. BACKGROUND INFORMATI**  **ON 1**  **- 1.**  **BACKGROUND .**  **Based on accident review, there is growing concern within the FAA and industry regarding the incr**  **ease in loss of control (LOC) accidents. A growing causal factor in LOC accidents is the pilot’s inappropriate reaction to the first indication of a stall**  **and or stick/pusher event. The best practices set forth in this AC are designed to provide flightcre** **w members with the necessary tools to prevent, and also recover from, stall or stick pusher events.**  **1 -**  **2. GENERAL.**  There is significant evidence that pilots are failing to avoid conditions that may lead to a stall, or fail to recognize the insidious onset of an approach - to - stall during routine operations in both manual and automatic flight modes. There is also evidence that some pilots may not have the required skills or training to respond appropriatel y to an unexpected stall or stick pusher event. Stall training should alway s emphasize reduc tion of angle of attack , as the most important response when confronted with any stall event. This advisory circular (AC) provides a series of best practices relating to the training, testing, and checking of stall warnings, aerodynamic stalls, and stick pusher activations and recommended recovery procedures. **1 -**  **3. FSTD LIMITATIONS**  **.** FSTDs which replicate transport category aircraft and are appropriatel y qualified by the FAA , as of 201 1 , can be reliabl y used for training to the first indication of a stall, which includes angles of attack up to the stall warning (i.e., pre - stall buffet, stick shaker, stall horn, warning lights). If such approach - to - stall training includes high - altitude stalls or stalls with moderate bank an gles that significantly differ from objectively

validated flight con ditions , simulator operators should co nduct additional testing to ensure adequate fidelity in these training maneuvers (such as verification of stall warning speeds, stall buffet speeds, e tc.) . Simulators may also be used beyond the first indication of stall for demonstrations of the stick pusher (if installed); however, the simulator’s stick pusher force should be measured t o ensure that it represents the airplane. **a. Recommendations.**  For training to or past aerodynamic stall , additional testing and validation of the specific FSTD may be necessary . The FAA does not recommend post - stall training unless the simulator is tested and validated for such because the roll and yaw characteristics of the simulator may not be representative of the aircraft. **b. Discussion.**  This recommendation is based partly on the variations among simulators due to evolving simulator standards, older simulators grandfathered into the latest standards, and the lack of obj ective criteria to judge whether the simulators reasonabl y represent the aircraft at a full stall. While some simulators may have the fidelity

allowing training past the approach - to stall condition, the potential of negative training exists if simulated fl ight in this regime is not properl y evaluated (through objective testing and evaluation by a SME pilot experienced in the stall characteristics of the aircraft). **c. Further Information.**  FSTD operators desiring to conduct full stall training as part of an FAA approved flight training program are encouraged to contact the National Simulator Program for additional guidance in evaluating an FSTD for such maneuvers.AC 120 - STALL DATE

Page 2 Par 1 - 8 **1 -**  **4. DEFINITIONS**  **/TERMS .**  For the purpose of this AC, the following definitions and terms are provided : **a. Aerodynamic Stall (V**  **S ).**  An aerodyn amic loss of lift caused by exceeding the aircrafts critical angle of attack . **b. Approach**  **- to**  **- S**  **tall.** Flight conditions bordered by stall warning and aerodynamic stall . **c. First Indication of a Stall.**  The initial aural, tactile, or visual sign of an impending stall, which can be either naturally or sy ntheticall y induced . **d. Flight Simulation Training Device (FSTD).**  A full flight simulator (FFS) or a flight training device (FTD) . **e. Instructor Operating Station (** **IOS )**  **.** The interface pane l between the FSTD instructor and the FSTD . **f. Landing Configuration.**  Starts at initial configuration change for commencing an approach until executing a landing, go - around, or missed approach. **g. Lift Curve.**  A depiction of an aircraft’s lift coefficient versus AOA. Ty pical lift curves show lift increasing proportionally with AOA until lift decreases due to airflow separation. **h. Maneuver**  **- Based Training.**  Training that focuses on a single event or maneuver in isolation. **i. Scenario**  **- Based Training (SBT).**  Training that in corporates maneuvers into real - world experiences to cultivate practical flying skills in an operational environment . **j. Secondary Stall.**  A premature increase in AOA that results in another stall event during stall recovery , prior to a stable flight condition being established . **k. Stall Event.**  Any

time the aircraft develops indications of an approach - to - stall or aerodynamic stall . **l. Stall Warning.**  A natural or synthetic indication provided when approaching a stall that may include one or more of following indications : **(1)** Buffeting (some aircraft will buffet more than others), **(2)** Reduced roll stability and aileron effectiveness, **(3)** Low airspeed visual or aural indications, **(4)** Reduced elevator (pitch) authority , **(5)** In ability

to maintain altitude or arrest rate of descent, and **(6)** An aural or visual cue or stick shaker (if installed).DATE AC 120 - STALL

Par 1 - 5 Page 3 **m. Stick Pusher.**  A safety s ys tem that applies downward elevator pressure to prevent an airplane from exceeding a predetermined maximum angle of attack in order to avoid an aerodynamic stall. **n. Takeoff Configuration**  **.** Defined as the aircrafts normal configuration for takeoff, go around, or missed approach until all flaps/slats are retracted . Retractable landing gear may be extended or retracted. **o. Uncoordinated Flight.**  Especiall y during turns, in which the horizontal an d vertical forces acting on the aircraft are out of balance, resulting in a slip or a skid. **p. Undesired Aircraft State (** **UAS ).**  A position, condition, or attitude of an aircraft that reduces or eliminates safety margins. **1 -**  **5. RELATED REGULATIONS**  **.** Title 14 of the Co de of Fed eral Regulations (14 CFR) parts 61, 91 subpart K (part 91K), 121, 125, 135, and 142. **1 -**  **6. RELATED GUIDANCE**  **(current edition) :** 
 Safety Alerts for Operators ( SAFO ) (10012), Possible Misinterpretation of the Practical Test Standards (PTS) Language “Minimal Loss of Altitude .  In formation Alerts for Operators ( InFO ) 10010 , Enhanced Upset Recovery Training .  Order 8900.1, Volume 2, Air Operator, Air Agency Certification .  Order 8900.1, Volume 3, General Technical Administration .  Order 8900.1, Volume 5, Airman Certification .  AC 61 - 67 , Stall and Spin Awareness Training .  AC 120 - 51 , Crew Resource Management (CRM) .  AC 120 - 90 , Li ne Operations Safety Audits (LOSA). **1 -**  **7. R** **ELATED REFERENCES :** 
 Airplane Upset Recovery Training Aid http://www.faa.gov/other_visit/aviation_industry /a irline_operators/training/media/AP_ UpsetRecovery

Book.pdf.  Defensive Fl yi ng for Pilots: An Introduction to Threat and Error Management Ashleigh Merritt, Ph.D. and James Klinect, Ph.D. (The University of Texas Human Factors Research Project 1 - The LOSA Coll aborative), http://homepage.ps y.utexas.edu/homepage/group/helmreichlab/publications/pubfiles/T EM.Paper.12.6.06.pdf.  Culture, Threat, and Error: Assessing S ys tem Safety , Robert L. Helmreich, University of Texas Human Factors Research Project, The University of Texas at Austin http://homepage.ps y.utexas.edu/homepage/group/helmreichlab/publications/pub%20pr oject/252.pdf.DATE AC 120 - STALL

Par 1 - 1 Page 4 **CHAPTER 2. STICK AND STALL PUSH**  **ER TRAINING PHILOSOP HY**  **2 -**  **1. GENERAL PHILOSOPHY.**  An effective, dedicated stall training program should provide pilots the skills to avoid UAS that increase the risk of encountering a stall or stick pusher event and be able to respond correctl y and consistently to unexpected stall warnings, aerodynamic stalls, and stick pusher activations. **2 -**  **2. TRAINING PHILOSOPHY.**  This AC describes the stall and stick pusher training that a pilot should receive when employed b y an operator. The training described herein may be completed either as stand - alone training or incorporated into other training areas as appropriate (i.e. , Crew Resource Manage ment (CRM), adverse weather training, etc.). O perator s should include stall and stick pusher training (if installed) for pilots during:
 Initial new - hire training,  Transition and/or requalification training (including stall and stick pusher training on the specific stall characteristics and recovery techniques for the specific airplane that the pilot is being trained on),  Upgrade training, and  Recurrent and/or refresher training (providing refresher training spread out over 3 years of academics, to include s low flight, stall recognition , and recovery maneuvers, and effective aeronautical decisionmaking to prevent stall events). The intent is to ensure the basic elements of stall training are covered during each training cycle. **2 -**  **3. STALL TRAINING.**  For the purposes of this AC, stall training includes academics, avoidance techniques, approach - to - stall, stick pusher functions (if installed), stall recognition, and stall recovery

procedures. Crew procedures and CRM measures appropriate for avoidance, recognition, and r ecovery are also included. Training pilots how to respond appropriatel y to the startle factor when encountering an unexpected stall is an important part of an effective stall training program. Since evidence shows many unexpected stall events happen with a utopilot and autothrottles engaged, stall training and checking should include both manual flight and flight with autopilot and

/or autothrottles engaged. **a. Stall Prevention Training.**  Stall training may be broken into two main areas: prevention and recovery . Although a stall event begins at the first indication of a stall, training must also focus on the conditions , which, if unchecked, will lead to a stall. Prevention training teaches pilots to recognize conditions that will increase the likelihood of a stall event occurring as well as recognizing UAS s that could result in a stall. Prevention training must include company’s standard operating procedures (SOP) and CRM for proper avoidance techniques as well as threat mitigation strategies. **b. Recommended Stall Re**  **covery Training.**  The pilot’s top priority for any encounter with a stall event (whether approach - to - stall cue s or a full aerody namic stall) should be to assume that an actual stall has occurred or is imminent; hence, pilots should immediately execute the m anufacturer’s/ operator’s recommended stall recovery procedure.DATE AC 120 - STALL

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**NOTE: If any differences exist between the recommendations in this**  **AC and the aircraft manufacturer’s procedures, the manufacturer’s procedures take precedence.**  **c. Recurrent Training**  **.** Both prevention and recovery training should be continued throughout a pilot’s career. While basic aerodynamics and stall training is ty picall y accomplished as part of a pilot’s private, commercial, and airline transport pilot (ATP) certifications, it is important to reinforce this basic training throughout their careers. It is incumbent on the operators and training organization to ensure that pilots are thoroughly familiar with the characteristics associated with their specific airplane. Training organizations must also understand that some pilots may need to unlearn previous stall recovery techniques based on their previous knowledge and skill level. **2 -**  **4. PREVENTION TRAINING (AVOIDANCE AND RECOGNITION).**  Prevention training curriculums should emphasize the importance of stall avoidance by training pilots to recognize operational scenarios that, if not effectively monitored, will lead to a stall event. These training curriculums provide pilots with the knowledge and aeronautical decisionmaking skills to help prevent entering operational conditions that might lead to an unexpected stall. Desired training goals for prevention training should include the following:
 Proper recognition of operational and environmental conditions that could increase the likelihood of a stall event occurring ,  Knowledge of basic stall fundamentals, factors that affect stall speed, to include specific stall characteristics for the airplane the pilot flies and any implications for the expected flight operations,  Proper aeronautical decisionmaking skil ls to avoid stall events (this element of prevention revolves around the concept of teaching effective analy sis, awareness, resource management, mitigation strategies, and breaking the error chain through airmanship and sound judgment),  Proper SOPs and CRM for avoidance techniques an d threat mitigation strategies ,  Proper recognition of signs of an approaching stall so pilots can recognize conditions that can lead to an approach - to - stall, actual stall, and stick pusher event,  Proper CRM procedures to optimiz e crew resources in recognizing and avoiding/managing potential stall events,  Strategies to handle the startle (surprise) factor when pilots encounter an unexpected stall and/or stick pusher event, and  Proper recognition of when the flight condition has transitioned from the prevention phase and into the recovery phase . **2 -**  **5. RECOVERY TRAINING.**  The primary focus of recovery

training is to enable pilots to recognize an approach - to - stall and stall indications and to perform the approved stall recovery procedure. Pi lots should treat any approach - to - stall indication, stall warning device activation, stick shaker activation, or stall cue as a stall event and immediately perform the approved stall recovery procedure. Stall training should always emphasize reducing the aircraft’s angle of attack as one of the most important responses when confronted with a stall event. When confronted with a stall indication while maneuvering, the pilots should discontinue the maneuverAC 120 - STALL DATE

Page 6 Par 1 - 8 until the appropriate stall recovery procedure is acc omplished and the aircraft is returned to a safe flight condition. Desired training goals for recovery training should include the following:
 Proper recognition techniques so pilots can recognize an approach - to - stall, an actual stall, and a stick pusher ev ent,  Proper stall and stick pusher recovery procedure for their airplane if pilots should encounter a stall event,  Proper techniques to recover the airplane to safe flight conditions after a stall and/or stick pusher event,  Proper CRM procedures to optimiz e crew resources in recognizing and handling the stall recovery

event, and  Strategies to handle the startle (surprise) factor when pilots encounter an unexpected stall and/or stick pusher event . **2 -**  **6. RECURRENT TRAINING.**  Operators and training centers should inc lude both academic and maneuvers training, as part of their required stall warning/stick pusher recurrent training cycles. Pilots should accomplish recurrent training on each type of aircraft for which they are qualified . Maneuvers training, including sti ck - pusher demonstration, should be conducted in the actual aircraft or in a qualified simulator. SBT should be accomplished during recurrent training without the pilot being pre - briefed on the event.DATE AC 120 - STALL

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**CHAPTER 3. TRAINING METHODOLOGY**  **3 -**  **1. GENERAL.**  The training methodology for stall and stick pusher training should follow the building block approach of first introducing essential concepts and academic understanding before progressing to the practical application of those skills in the simulator environment. Similarly, famili arity

with aircraft characteristics and development of basic recovery handling skills through maneuver- based training should precede their application in more realistic scenario - based profiles. This progressive approach will lead to a more complete appreci ation of how to recognize approaching stall threats, respond appropriatel y in situations of surprise or startle, and recover effectively when required. Operators and training centers should develop training curriculums that provide pilots with the knowledg e and skills to prevent, recognize, and recover from unexpected stall events. These training curriculums should contain the elements described below in this chapter. **3 -**  **2. GROUND SCHOOL/ACADEMIC TRAINING.**  **a. Academic Knowledge.**  Academic instruction establishes the foundation from which situational awareness (SA) , insight, knowledge, and skills are developed. As in practical skill development exercises, academic knowledge should move from the general to the specific. Having pilots share their experiences about stall - related encounters or events is a useful way of bringing theoretical knowledge into an operational perspective . **b. Knowledge Areas.**  Flight training departments are currently required to develop and implement stall training academics as part of their approved initial and recurrent training curriculums. The knowledge areas below should be included as part of a pilot’s initial, transition, upgrade, and recurrent aircraft training curriculums. **(1)** The understanding that a reduction of AOA is required to initiate recov ery in both an approach - to - stall and full aerody namic stall recovery

situations; **(2)** An awareness of the factors that may lead to an approach - to - stall or actual stall during automated and manual flight operations including:

 AOA versus pitch angle,  Decaying ai rspeed,  We ight,  G loading,  Bank angle,  Center of gravity (CG) ,  Thrust and lift vectors,  Power settings and application of power,  Autothrottle protection,  Wind shear,  C onfiguration,  Altitude,  Uncoordinated flight,AC 120 - STALL DATE

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 Misuse of automation,  SA , and  Contamination (ice). **(3)** Recognition of the approach - to - stall warning signs (to include first indications of an impending stall) , such as:

 Aerodynamic buffeting,  Aircraft handling qualities (e.g. , roll and yaw instability ),  Stick shaker,  Stick pusher,  Aural and/or visual w arnings,  Decay of control effectiveness, and  Any other cues related to the specific airplane design characteristics. **(4)** Operation and function of stall protection sy stems in normal, abnormal, and emergency

situations, including the hazards of overriding or ignoring stall protection sy stem indications. Awareness of the factors that may lead such sy stems to fail, as well as degraded modes, indications, or behaviors that may occur with system failures; **(5)** Ef fectiveness of control surfaces and the order in which the control surfaces lose and regain their effectiveness (e.g. , spoilers, ailerons, leading edge devices, etc.); **(6)** Specific stall and low speed buffet characteristics peculiar to the airplane type and any implications for the expected flight operations and airp lane - specific stall procedures; **(7)** Recommended recovery procedure (See Cha

pter 5 ); **(8)** In itiati on of the approved recovery procedure at the first indication of an impending stall, irrespective of whether the pilot believes it is an actual stall event; **(9)** Buffet boun dary

and margins in flight planning and operational fl yi ng; **(10)** The necessity

for smooth, deliberate, and positive control inputs to avoid increasing load factors and secondary stalls; **(11)** Avoiding cyclical or oscillatory control inputs to prevent exceeding the structural limits of the aircraft should be emphasized; **(12)** Structural considerations , including explanation of limit load, ultimate load, and the dangers of combining accelerative and rolling forces (the rolling pull) during recoveries; **(13)** Principles of high altitude aerodyn amics, performance capabilities and limitations - including high altitude operations, and flight techniques; **(14)** D ifferences in aircraft performance (power available) during high versus low altitude operations, the effects of those differences on approach - to - stall/stall recovery , and the anticipated altitude loss during a recovery ;DATE AC 120 - STALL

Par 3 - 2 Page 9 **(15)** Stall - related accidents, incidents, Aviation Safety Action Program (ASAP), flight operations quality

assurance (FOQA), and Aviation Safety Reporting S ys tem (ASRS) data for the specific aircraft or aircraft type or class which is beneficial for enhancing the pilot’s knowledge and awareness of dangerous flight regimes or scenarios; and **(16)** For airplanes equipped with a stick pusher, recommended recovery actions in response to stick pusher activation and the identification of inappropriate stick pus her activations ( see Chapter 5 ). **NOTE: The FAA strongly recommends incorporation of applicable sections**  **of the Airplane Upset Recovery Training Aid on stall aerodynamics and high altitu**  **de stalls into air carrier stall training programs. The Airplane Upset Recovery Training Aid is available on the web at:**  **http://www.faa.gov/other_visit/aviation_industry/airline_operators/training/ media/AP_UpsetRecovery_Book.pdf**  **. 3**  **- 3.**  **SIMULATOR STALL TRAINING.** Today ’s simulators can be used to provide stall training up to stall warning and demonstration of the stick pusher (if installed). Training departments ar e encouraged to use the highest level FFS available when developing their stall training programs. Pro viding the pilot with the most realistic environment possible when training and evaluating stall/stick pusher events is the training ’ s primary emphasis . **3 -**  **4. PILOT STIMULATION.**  Whenever available, it is recommended that FFS (level C or D) be used for training and evaluation of stall events, including stick pusher training. Motion in a FFS should be used when a pilot needs to feel the stimulus and develop skill - based recognition and recovery

behaviors that rel y on motion for any approach - to - stall cue of the buffet, stick shaker, or stick pusher. **NOTE: Instructors must be familiar with the limitations that a particular**  **FSTD may have and ensure that all pilots undergoing training/testing/checking are aware of these characteristics. For example, a**  **particular FSTD may**  **have limitations that a ffe**  **ct its ability to accurately duplicate the motion cues associated with accelerated stall event**  **s or**  **limitations to the simulator’s training envelope. MANEUVER** **- BASED TRAINING.**  **Maneuver -**  **based training focuses on the development or**  **mastery of an individual task or tasks. Completion standards for these task(s) are typically prescribed and found in the associated**  **regulation(s), an approved training program ,**  **and the appropriate Practical Test Standards (PTS). Stall and stick pusher trai**  **ning should include emphasis on the development of required motor skills to satisfactorily accomplish**  **recoveries. Only limited emphasis should be**  **placed on decisionmaking skills in the maneuver**  **- based phase of stall training.**  **a. Maneuvers.**  Maneuver- based train ing should include the following tasks:AC 120 - STALL DATE

Page 10 Par 3 - 5 **(1)** Departure or approach stalls in configurations appropriate for the aircraft and conditions (normally

encountered during intermediate level - offs, including missed approaches, and go - arounds), **(2)** Cruise stalls (high and low altitude), and **(3)** Landing configuration stalls . **b. Stall Scenarios.**  Stall scenarios for training the three tasks above should include train to proficiency

for both level flight and turns using a bank angle of 15 to 30 degrees. If the airplane has an autopilo t installed, train ing to proficiency for these stalls should be accomplished during manual and automated flight operations. Training should be conducted in both visual and instrument flight conditions. Training organizations need to take into account that some pilots may need to unlearn previous stall recovery techniques that emphasized minimum altitude or no altitude loss as the performance criteria. **c. Prevention Training.**  The recognition of operational and environmental conditions that could increase the li kelihood of a stall event occurring.
 Knowledge of basic stall fundamentals, factors that affect stall speeds .  The specific aircraft’s stall characteristics and any implications for the expected flight operations and airplane - specific stall procedures .  The effects of autoflight and un expected disconnects of the autopilot . **d. Recovery Training.**  **(1)** The importance of promptly and correctly

responding to all approach - to - stall indications, stall warning device activation, stick shaker activation, or other cues as an impending stall. **(2)** The importance of promptly performing the approved stall recovery procedure . **(3)** Emphasizing that reducing the aircraft’s AOA is the first and most important flight control input and most important response when confronted with a stall event . **(4)** If the pilot experiences a stall indication while maneuvering, the pilot should discontinue maneuvering until the appropriate stall recovery procedure is accomplished and the stall indication(s) are eliminated. **(5)** Desired training goals for recovery training sh ould include the following: **(a)** The pilot’s understanding of the approved stall and stick pusher recovery procedure for the specific airplane,

**(b)** T o increase the likelihood that pilots will respond correctly and consistently

to unexpected stall warnings, aerodyn amic stalls, and/or stick pusher activations, andDATE AC 120 - STALL

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**(c)** Proper Crew Resource Management (CRM) procedures to optimize crew resources in recovering from the stall event . **3 -**  **5. REALISTIC STALL EXERCISES.**  **a. Realistic Scenarios.**  Stall exercises should be conducted using real istic scenarios. Each operator should develop multiple and unique scenarios. The goal is to train pilots to be able to recover from any stall scenario, not just a select few. In all cases, the pilot should be instructed to recover at the first indication o f a stall . **NOTE: “Airspeed low” indications may be seen on the airspeed display and**  **low airspeed warnings may be displayed. The airspeed low indications should be ignored only for training these maneuvers.**  **Examples.** The following examples (bank and autopilo t use could be added to any of these) illustrate realistic stall scenarios that could be used for maneuver- based stall training. **(1)** Departure profile or approach stalls with partial flap conditions . **(a)** Instructor introduces a stall event during an intermediate l evel - off during departure with partial flaps extended. This would be realistic when done during a departure that requires a speed restriction (below clean maneuvering speed) until the airplane reaches a specific point on the departure. Once the pilot level s off, the instructor initiates the exercise by disconnecting the autothrottles and reduces the thrust levers to idle. The instructor introduces a stall event during an intermediate level - off during the arrival with partial flaps extended and the speed brake extended. Once the aircraft levels off, the instructor may reduce the thrust levers to a setting inadequate to maintain level flight .

**(b)** On a visual approach, reduce power so that during base turn, while maintaining Visual Approach Slope Indicator (VASI)/ p recision approach path indicator (PAPI)/glideslope (GS), airspeed decay s to the stall event.

**(c)** Established on instrument landing s ys tem (ILS) inbound from the final approach fix (FAF) with autopilot engaged, throttles are reduced to a setting inadequate to m aintain airspeed on the GS.

**(d)** While maneuvering during circling approach with gear extended, instructor disconnects autothrottle and reduces thrus t to idle. Aircraft could be in 15

– 30 degree bank.

**(e)** The effect of malfunctioning and/or deferred equipment on stall protection and stick pusher sy stems. (Such as radio altimeter (RA) malfunctions, autothrottle and stall/stick pusher protection s ys tems, etc.) **(2)** Clean/Cruise Stall . Near maximum ceiling for aircraft gross weight, instructor disconnects autothrottles (if e quipped). Thrust is reduced and a realistic factor, such as a turn or weather p henomenon (i.e., mountain wave) may be introduced to cause the stall event. **(3)** Landing Configuration Stall .DATE AC 120 - STALL

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**(a)** Established on ILS inbound from the FAF with autopilot engaged, throttle s are reduced to a setting inadequate to maintain airspeed on the GS.

**(b)** While maneuvering during circling approach with gear extended, instructor disconnects autothrottle and reduces thrust to idle. Aircraft could be in 15

– 30 degree bank. **b. Considerations**  . In the simulator, an approach - to - stall checking event should be accomplished in a realistic profile with an entry altitude consistent with the expected operational environment. The entry

parameters, including W eight and B alance (W&B), should be varied within aircraft limitations to allow a pilot to recognize and feel differences of motion sensations within the operating envelope of the aircraft. **(1) Demonstrations**  **.** The purpose of demonstrations in the FFS is to illustrate the following principles and allow the pi lot to obtain handling experience and motion sensations .

 Airplane flight characteristics in the high AOA/slow flight regime,  Airplane stall characteristic,  Importance of reducing AOA in recovery ,  Proper fl yi ng technique or procedure,  Stall protection devic e activation, such as a stick pusher,  Recovery

after a stick pusher activation, and  High speed buffet. **NOTE: Demonstrations may be used for training skills that are not required to**  **be evaluated. Sample demonstrations are provided in Appendix 1.**  **(2) Emphasis Ite**  **ms** . It is strongl y recommended that an FFS be used whenever possible to enable the pilot to experience the motion sensations associated with the aircraft’s slow flight characteristics, and its approach - to - stall regime in various configurations and bank ang les. (See Appendix 3 for additional qualification information on an FSTD.) Teaching points or emphasis items should focus on:

**(a)** How changes to factors such as weight, G loading, bank angle, and icing affect the handling characteristics and stall speeds of th e airplane whil e maneuvering at minimum speeds. **(b)** Stick forces associated with the disengagement of the autopilot when stall and stick shaker events occur with autopilot engaged.

**(c)** Approach - to - stall aerodynamic and visual/ aural warn ings for the specific aircra ft , aircraft handling qualities (e.g., roll and yaw instability), aircraft noise, buffeting, stick shaker, and stick pusher (if installed).)

**(d)** Acceptance that reducing the aircraft’s AOA may often result in altitude loss. The amount of altitude loss will be affected b y the aircraft’s operational environment (e.g., entry altitude, aircraft weight, density altitude, bank angle, aircraft configuration, etc.) and the crew’s timely response t o the stall warning indications.DATE AC 120 - STALL

Par 3 - 6 Page 13

**(e)** Understanding that earl y recognition and return of the aircraft to a controlled and safe state are the most important factors in surviving approach - to - stall/stall recovery situations (only

after recovering to a safe maneuvering speed and AOA should the pilot focus on establishing an assigned heading, altitude, and airspeed) .

**(f)** High altitude stalls and taking note of pitch rate differences, power available for the recovery , and altitude loss compared to low altitude st alls.

**(g)** At the completion of these exercises, the pilot should be able to respond co rrectly and consistently

to unexpected stall warnings, aerody namic stalls, and/or stick pusher activations . **3 -**  **6. S**  **cenario B**  **ased T**  **raining (SBT) .**  The purpose of SBT is to emphasize the development of critical thinking, flight management, and fl yi ng skills during normal line operations rather than solely on traditional part - task maneuver - based skill training. SBT should not be confused with using realistic scenarios for maneuver- based training. The goal of SBT is to accelerate the acquisition of higher- level decisi onmaking skills by requiring the pilots to apply their entire acquired stall training knowledge and skills relating to stall avoidance, recognition, and recovery during line - oriented flight training (LOFT). Stall SBT would normall y be used during later stages of a type - training course and during recurrent training. Elements of scenario - based stall training should include the following: **a. Training Scenarios**  **.** When possible, training scenarios should include accident, incident, ASAP, FOQA, and or ASRS data to provide realistic opportunities to see how threat situations may

develop and how they

should be managed during line operations. This will facilitate the evaluation of real world events and teach appropriate responses to line - oriented situations. **b. Prevention (** **Avoidance and Recognition).** Prevention (avoidance and recognition): This emphasizes proper aeronautical decisionmaking, CRM skills, enhancing a pilot’s SA of operational and environmental conditions that could increase the likelihood of a stall event occur ring, increasing a pilot’s automation competence and knowledge, and emphasizing a pilot’s proportional control input to avoid or manage the stall event . **c. Autopilot and Autothrust.**  SBT could be accomplished with the autopilot and autothrust (if installed) en gaged , as well as in situations with either or both of them disengaged . **Note: While it may be difficult to use autothrottles during maneuver**  **- based stall**  **training since autothrottles usually are disconnected and power reduced to idle, it is important to tea**  **ch disconnecting the autopilot**  **and autothrottle during stall recovery and develop stall scenarios where the**  **autothrottle is engaged. d.**  **Briefing .**  Pilots would not normally be briefed ahead of time that they are receiving SBT. The concept is to put the pilots into line - oriented flying, which contains unexpected or expected stall threats, and allow the pilots to recognize and manage the threats as they develop during normal operations. SBT is also a good training tool to introduce a startle event b yAC 120 - STALL DRAFT DATE

Page 14 Par inducing a s urprise (unexpected) stall event in a realistic situation during normal operations. (Sample scenario lesson plans are provided in Appendix 2.) **3 -**  **7. STARTLE TRAINING.**  Startle is a factor in unintentional stall encounters. Although it may be difficult to create the phy siological response of startle in the simulator environment, if achieved, startle events may provide a powerful lesson for the crew. An unexpected stall encounter in the aircraft may create confusion and other psycho logical/phy siological effects resulting in crew ineffectiveness. An inadvertent event that develops on the autopilot may present the pilot with a significant phy sical challenge from autopilot trimming. This is further complicated b y the unfamiliar sound of a stick shaker, along with an alarm from autopilot disconnect in many airplanes (not all). The effects of over- response on the flight controls may complicate the situation to an unrecoverable flight condition, or risk catastrophic failure of the airframe . **a. Crew Training.**  All stall training programs should include startle/surprise training. The ultimate training goal should be to train the crew to manage startle and surprise while effectivel y recovering the airplane. Training the crew to manage the startle response followed by confirming the situation and then applying measured and proportional corrective inputs during realistic training scenarios can help to create an appropriate response during an actual stall during line operations. **b. Startle Training.**  The use of startle or surprise is an ef fective training tool that should be used within the limitations of the available simulation and should not be used in any checking event. It will not alway s be possible to surprise the crew with an approach - to - stall, but the reaction to a surprise event o n the autopilot is well worth the instructor’s effort. Ultimately , the goal should be to train the crew to recover the airplane to safe flight despite the startling event . **NOTE: If the pilot’s response to an unexpected stall event will not achieve**  **the desi red recovery, the instructor should actively teach as required. The**  **stall recovery procedure should be practiced until the recovery is accomplished within standards without coaching.**  **c. Programmed Scenarios.**  Startle could be improved in simulation with programmed scenarios introduced in an operational context after suitably distracting the pilot. One way to achieve a startle event is to develop realistic stall scenarios and have them pre - programmed as an IOS button in the simulator. When the crew becomes distracted or inadvertently sets themselves up for a stall event, the instructor may use the instructor operating s ys tem ( IOS ) button to introduce the stall in an operational context when the crew is not expecting it, achieving a surprise stall event in a reali stic situation. **d. System Malfunction or Failure.**  Training should be conducted on the effects of malfunctioning and/or deferred equipment on stall protection and stick pusher s ys tems, such as RA malfunctions, autothrottle , and stall/stick pusher protection sy stems, etc. **NOTE: When leading to a stall encounter, various system degradations or**  **malfunctions may need to be introduced to distract the trainee or increase workload.**  **Care should be taken that the system ’**  **s faults introduced do not**DATE AC 120 - STALL

P ar 3 - 8 Page 15 (and 18) **detract from the primar y learning objective of stall training. (Specifically, the**  **introduction of pitot -**  **static system failures could create confusion regarding stall occurrence due to high AOA versus false stall indications due to system**  **failures introduced.) The introduction of multiple compounding malfunctions**  **is also discouraged due to the improbable and confusing scenarios that may occur**  **.**DATE AC 120 - STALL

Par 4 - 1 Page 17 **CHAPTER 4. CONCEPTS FOR BUILDIN**  **G DEMONSTRATIONS, SC ENARIOS, AND**  **RECOVERY TECHNIQUES. 4**  **- 1.**  **GENERAL.** In addition to material covered in other sections of this AC, the following concepts need to be considered when developing a stall training curriculum and when building the recommended demonstrations and scenarios. **a. Realistic Environment.**  The history of accidents resulting from loss of control (LOC) following a stall indicates the need for providing realistic scenarios from which pilots may be taught to respond to inadvertent stall conditions. **(1)** With one or two remarkable exceptions, most accidents have occurred following an approach - to - stall while flyingon aut opilot. Nonetheless, many air carriers and operators have traditionally

trained their pilots to enter an approach - to - stall condition without the aid of an autopilot . The most challenging difference between an approach - to - stall event with the autopilot eng aged and one that was flown by the pilot, is the abrupt pitch and trim change commonl y associated when the autopilot unexpectedly disconnects. This dramatic pitch and trim change ty picall y represents an unexpected physical challenge to the pilot when tryin g to reduce angle of attack (AOA). **(2)** The situation may

be exacerbated in some aircraft by a pitch up moment resulting from the pilot increasing the power in response to the approach - to - stall warning. In addition to the dy namic pitch changes experienced, the noises associated with stick shakers and autopilot disconnect alarms add to the confusion in the cockpit. These noises present a real distraction as well as an alert to the pilots and are not present unless the stall scenario is accomplished with the aircr aft’s autoflight s ys tems engaged. Today ’s FFS s enable pilots to experience these effects without the risks associated with actual aircraft flights. **b. Emphasis on AOA.**  Itmust be emphasized that the only way to recover from a stall or an approach - to - stall is to reduce AOA, and such recovery will almost always result in some loss of altitude. In fact, in a very high altitude event, the recovery from an approach - to - stall may require thousands of feet of descent. **c. High Altitude Stall.**  Jet aircraft and high - perform ance turboprops have very high cruising altitudes and little residual thrust is available. Pilots should be trained to make measured and proportional control inputs that acknowledge the extra sensitivity (increased pitch rates) of flight controls in this regime, and they must demonstrate the ability to sacrifice altitude to recover. Applicable sections of the Airplane Upset Recovery Training Aid on high altitude stalls should be used in air carrier training programs. **d. Automated Flight.**  The vast majority of i ncidents following approach - to - stall events in aircraft occur during automated flight. Approach - to - stall maneuvers should be practiced with autopilot on when available. When autothrottles are installed, the instructor/examiner may wish to disable them

— with or without the pilots’ knowledge. Scenario - based stall events should include bo th AP and hand - flown scenarios. **e. Crew Concept.**  Since real world stall events normally surprise (or startle) the flightcrew, it is recommended that any line - oriented stall training event be introduced in such aAC 120 - STALL DATE

Page 18 Par 4 - 1 way as to surprise all crewmembers if practical. If an instructor must use the pilot monitoring (PM) to help provide a surprise stall event to the pilot flying (PF), as soon as an approach - to - stall indication exists, the PM should resume proper crew responsibilities in the recovery . **f. Original Equipment**  **Manufacturer (OEM)**  **Procedures.** The primary authority on approach - to - stall recovery is the aircraft manufacturer. Nothing in this AC should be construed as overriding OEM proced ures . **g. Energy Management.**  Most stalls occur when sufficient altitude is available for the crew to recover. Pilots are to be trained and evaluated on their timely response and effective use of available energy

(i.e., altitude and speed) when presented with a stall scenario. At no time should minimum altitude loss be a criterion for successful demonstration of an approach - to - stall or full stall recovery . Rather than instinctively using maximum power, the recovery sho uld emphasize energy

management and power application, as required depending on the situation. If the approach - to - stall occurs prior to the approach phase, the recovery may simply require a pitch over and an increase in power. If the approach - to - stall occurs much lower and ground contact becomes a f

actor, then a larger thrust increase may be required, which might result in an unstabilized approach at low altitude and result in a go - around. The successful recovery from a stall scenario requires the evaluator to consider the pilot’s response to the sit uation with which they are confronted . **h. Simulator Capabilities.**  Instructors and evaluators must understand the fidelity limitations of the particular simulator . **i. Stall Entry.**  The tradition of having pilots memorize routines to enter an approach - to - stall is o f little or no value for training for the actual inadvertent event in an aircraft. This AC recommends that the responsibility for the setup be shifted from the trainee to the trainer/evaluator. Therefore, the instructor/evaluator needs to demonstrate creativity in presenting the stall event. **4 -**  **2. CREW** **MEMBER ROLES AND RESPONSIBILITES. a.**  **Goals.** The stall recovery should be approached utilizing the crew concept similar to handling any emergency

condition. The most important factor in approach - to - stall/stall recovery is crew recognition and the crew working together to return the aircraft to a controlled and safe state. If, for any reason, the aircraft does get into a stall or stick pusher situation, the crew must first recognize the Undesired Aircraft State (UAS) and manage the UAS until that state is mitigated . **b. Procedures.**  Operators should establish crewmember roles, responsibilities, and standard phraseology , as well as procedures for cross - checking and preventing loss of SA during the recovery . These procedures must be trained and evaluated during stall and approach - to - stall training events. These guidelines must conform to the manufacturer’s A ircraft F light M anual (AFM) procedures .DATE AC 120 - STALL

Par 4 - 2 Page 21 **4 -**  **3. TESTING/CHECKING APPROACH**  **- TO**  **- STALLS.**  **a. Recovery Procedures.**  This AC emphasizes both rec ognizing a stall event and completing the manufacturer- approved stall recovery procedures developed using the s tall recovery t emplate found in Chapter 5. Previous training and evaluation profiles that required a specific set of precise entry and recovery

p rocedures have been replaced with scenario - based situations that are designed to replicate real world events. Additionally , recovery profiles that emphasize zero or minimal altitude loss and the immediate advancement of maximum power have been re evaluated. Emphasis is now placed on recognition and avoidance of those conditions that, if not corrected, will lead to a stalled condition. Recommended recovery procedures are based on eliminating the event(s) that may lead to a stalled condition. Recommended recov ery procedures now emphasize:
 The immediate reduction of the aircraft’s AOA,  Judicious management of thrust, and  Returning the aircraft to a safe flying condition. **NOTE: Training organizations should adjust their stall evaluation criteria**  **as appropriate an d train their evaluators in these changes. The primary**  **goal of checking should be to evaluate a pilot’s immediate response to a stall warning indication and their timely, correct accomplishment of the**  **AFM -**  **approved stall recovery procedure .**  **b. Evaluation Perim**  **eters.** The examiner (not the applicant) is responsible for establishing the flight conditions associated with the approach - to - stall configuration being evaluated. While the applicant may

fl y the entry profile, they are not being evaluated on the entry. The satisfactory completion of the event is based on the pilot’s immediate response to a stall warning indication and if they

accomplished the approved stall recovery procedure . **c. Evaluation Criteria.**  Evaluation criteria for a recovery from an approach - to - stall must not mandate a predetermined or minimum loss of altitude. Proper evaluation criteria must consider the variables that are present at the time of the stall warning and their e ffect on the recovery altitude. The pilot should recover to the maneuvering speed appropriate for the aircraft configuration without exceeding the aircrafts limitations or losing excessive altitude consistent with the aircraft performance capabilities. It is expected that some loss of altitude will occur during the recovery . The pi lot should, however, give due consideration to clearance from terrain during the recovery . Failure to do so would be considered unsatisfactory performance. **d. Realistic Settings.**  In the simulator, an approach - to - stall checking event may be maneuver - based or s cenario - based with an entry altitude consistent with normal operating environments. The entry

parameters, including W&B, should be within aircraft limitations to ensure adequate performance for recovery from initial indications of a stall. During training, the trainee may

be asked to ignore some aural and visual indications of impending stall in order to practice the more difficult control movements needed to recover from the stick shaker. During checking, the trainee should be evaluated on recovering at th e first indication of stall, even if it is based on an aural or visual indication, even if it occurs before the stick shaker or stick pusher (if installed).AC 120 - STALL DATE

Page 20 Par 4 - 4 **4 -**  **4. STICK PUSHER TRAINING.**  For aircraft equipped with a stick pusher, not only academic training, but p ractical training in an FFS should be accomplished. It is important for pilots to experience the sudden forward movement of the control wheel during a pusher event. From observations, most instructors state that regardless of previous academic training, pi lots ( on their firs t encounter with a stick pusher) usually resist the stick pusher and immediately pull back on the control wheel rather than releasing pressure as they have been taught. Therefore, pilots should receive practical stick pusher training in a simulator in order to develop the proper response (allowing the pusher to reduce AOA) when confronted with the pusher. Stick pusher training should be completed as a demonstration/practice exercise, including repetitions, until the pilot’s reaction is to permit the reduction in AOA. Deliberate activation of the pusher is not an evaluated maneuver. A sample demonstration of s tick p usher training is provided in Appendix 1. **4 -**  **5. INSTRUCTOR/EVALUATOR TRAINING.**  **a. Instructor Standardization.**  To ensure that instructor s and evaluators responsible for the training and evaluation of stall training are adequately prepared and have command of the subject matter for accurate stall and stick pusher training, it is recommended that they receive a course of instruction on the c ontents of this AC. Knowledge of the subject areas contained in this AC is important for minimizing the risk of negative training. This training should focus on the practic al application of these princip l e s and the evaluation of a pilot’s understanding of his or her aircraft’s operating characteristics. Training organizations must be continually vigilant for revisions to the manufacturer’s approved procedures as well as these recommendations . **b. Simulator Limitations.**  Instructors/evaluators must have a clear understanding of the simulator limitations that may influence the stall/stick pusher training being conducted. Simulator limitations must be discussed with the students to prevent and/or mitigate any negative training that may

result. Instructor/evaluator training must include: **(1)** Understanding of the limitations of an individual simulator acceptable training envelope; **(2)** G awareness/accelerated stall

—d escription of the factors absent from the simulator’s programming that could be experienced in flight and their e ffect on stall speed, aircraft behavio r, and recovery considerations; **(3)** Motion cues—d escription of the limitations of motion cues ty pically present in most simulators after the first indication of stall and certainly after the stall break ; **(4)** An understanding that simulator fidelity will ty pically degrade as flight conditions approach unstable flight conditions such as a stall. Simulator fidelity is usually

a direct function of the amount and quality of validation conducted in developing the flight simulator’s a erodynamic and other math model(s). Adequate simulator fidelity should not be assumed and appropriatel y qualified personnel experienced in simulator programming and validation should be consulted when designing training exercise in these areas; and **(5)** Individ

ual instructors/evaluators should be cautioned that significant deviations from validated flight maneuvers could result in significant degradation in simulator fidelity .DATE AC 120 - STALL

Par 5 - 1 Page 25

**CHAPTER 5. STALL RECOVERY TEMPL**  **ATE 5**  **- 1.**  **AIRCRAFT COMMONALITIES .**  Aircraft manufacturers (Airbus, ATR, Boeing, Bombardier and Embraer) created a stall recovery template that provides commonality among various aircraft that could be used b y current and future aircraft manufacturers to develop aircraft - specific stall recovery procedures. For operators of air craft for which the manufacture does not publish a stall recovery procedure, the FAA recommends the stall recovery template’s use as a reference when developing operator specific stall recovery procedures . **5 -**  **2. AIRCRAFT DIFFERENCES.**  The basic steps were identi fying aircraft differences (stick pushers, stick shakers, turbojets v ersu s turboprops, wing - mounted engines, tail - mounted engines, fl y- by- wire and non - fly- by- wire, etc.), finding the commonalities, and proceeding to find a simple, easily

understandable s tall r ecovery t emplate. In addition to presenting the recovery steps, the template also provides the rationale for each step of the procedure to enable manufacturers to better determine the applicability to their specific aircraft. The rationale includes the purpose of the step and the reason for its sequential placement in the checklist . **5 -**  **3. STALL RECOVERY TEMPLATE.**  The recommended stall recovery template for manufacturers is provided in Table 1, Stall Recovery Template (with Associated Rationale) . Although the procedures should apply to the majority

of today ’s airplanes, manufacturer- recommended procedures may deviate from those included in this AC due to specific airplane characteristics. Specific items, such as configuration changes (i.e., flaps extension) , th at could be required at a specific point during the recovery procedure are not included in the template, but will be included in a specific procedure for a particular airplane. A ty pical difference may

be a configuration change (such as flaps extension) th at could be required at a specific point during the recovery procedure. Manufacturers are expected to deviate from this template if the airplane operating characteristics require. Immediatel y complete actions per Table 1 at the first indication of stall (buffet, stick shaker, stick pusher, aural or visual indication) during any flight phases except at lift - off. **NOTE: Operators should work with their airplane manufacturer(s) to**  **ensure they have the manufacturer -**  **approved ,**  **airplane -**  **specific stall recovery proc**  **edure in their operating manual .**  **NOTE: If any differences exist between the recommendations in this AC and**  **the aircraft manufacturer’s procedures, the manufacturer’s procedures take precedence.**  **NOTE: Manufacturer’s lift** **- off procedures vary by airplane and**  **are not represented in the following procedures.** AC 120 - STALL DATE

Page 22 Par 5 - 3 **TABLE 1. STALL RECOVERY TEMPLATE (WITH ASSOCIATED RATIONALE)**  **1 Autopilot and autothrottle......................................Disconnect**  **Rationale** While maintaining the attitude of the aircraft, disconnect the autopilot

and autothrottle. Ensure the pitch attitude does not change adversely when disconnecting the autopilot. This may be very important in out - of - trim situations. Manual control is essential to recovery in all situations. Leaving the either the autopilot or the autothrottle connected may result in inadvertent changes or adjustments that may not be easil y recognized or appropriate, especially during high workload situations. **2 a) Nose down pitch control... Apply until out of stall (no longer have**  **stall indications) b) N**  **ose down pitch trim........................................As Needed Rationale**  a) The priority is reducing the angle of attack. There have been numerous situations where flightcrews did not prioritize this and instead prioritized power and maintaining altitude. This will also address autopilot - induced full nose up trim. b) If the control column does not provide the needed response, stabilizer trim may be necessary . However, excessive use of pitch trim may aggravate the condition, or may result in loss of control or in high struc tural loads. **3 Bank..................................................................Wings Level**  **Rationale** This orients the lift vector for recovery . **4 Thrust .................................................................As Needed**  **Rationale** During a stall recovery , often times maximum power is not needed.

When stalling, the thrust can be at idle or at high thrust, ty picall y at high altitude. Therefore, the thrust is to be adjusted accordingl y during the recovery . For engines installed below the wing, applying maximum thrust may

create a strong nose - up pitching moment if speed is low . For aircraft with engines mounted above the wings, thrust application creates a helpful pitch - down tendency . For propeller- driven aircraft, thrust application energizes the airflow around the wing, assisting in stall recovery . **5 Speed brakes**  **/Spoilers .........**  **........................................Retract Rationale**  This will improve lift and stall margin. **6 Return to the desired flightpath.**  **Rationale** Apply

gentle action for recovery to avoid secondary

stalls then return to desired flightpath.DATE AC 120 - STALL Appendix 1

Page 1 **APPENDIX 1. SAMPLE D EMONSTRATIONS**  **1 .**  Two demonstrations were constructed using the philosophies and concepts described in this AC. The first is an approach - to - stall recovery with only

idle thrust available that emphasizes the need to reduce angle of attack (AOA) to recover from a stall. The second is a stick pusher demonstration (if equipped) due to the importance for it being included in all current training program s . **2.** Operators are encouraged to develop additional demonstrations to fit their training needs. The examples should be easily tailored to any transport category

aircraft. The examples given are not intended to be limiting in any way . They

are simply

provided as a framework for development of an operator’s training program . **NOTE: If any differences exist between the recommendation**  **s in this AC and the aircraft manufacturer’s procedures, the manufacturer’s procedures take**  **precedence. EXAMPLES OF “DEMONSTRATION FOR STALL TRAINING”**  **DEMONSTRATION 1** Approach - to - stall recovery with only

idle thrust available . **OBJECTIVE** The pilot will re cover from an approach - to - stall by reducing the AOA without applying power. **EMPHASIS AREAS**  Crew coordination, and  AOA management .  It is important to emphasize that this **demonstration** is only

intended to show that the airplane will return to controlled fli ght b y simply reducing the AOA . It does not show the student the complete procedure for recovering from a stall or approach - to - stall condition. **FSTD SETUP**  **CONSIDERATIONS** This demonstration may be completed in any aircraft configuration or any altitude that allows a recovery . **DEMONSTRATION ELEMENTS**  At level flight, reduce thrust to idle.  In crease AOA to achieve the first indication of a stall without regard to holding altitude.  Upon the first indication of a stall, direct the crew to recover solely by lowering the nose to reduce the AOA .  The demonstration is performed with only idle thrust/power being used.  The instructor will advise the studentAC 120 - STALL DATE

Appendix 1

Page 2 that the maneuver is complete when the student understands the need to reduce AOA for stall recovery . **DEMONST RATION 2**  Stick Pusher Demonstration (if equipped) **PURPOSE** The pilot understands that stick pusher actuation is a stall protection safety device installed on the aircraft that must be relied upon and not overridden. The stick pusher is an automated control input when the aircraft approaches the critical AOA . I f not resolved, the condition that activated the stick pusher will lead to a full aerodyn amic stall and possible loss of control. The pilot should be able to perform the appropriate actions should a stick pusher actuation occur. **OBJECTIVE** The pilot will allow the stick pusher to reduce the AOA to prevent an aerodyn amic stall and then perform the correct recovery procedure without resisting the stick pus h er. **EMPHASIS AREAS**  Recognition.  Crew coordinati on.  AOA management: Allow the pusher to reduce the AOA and observe its effectiveness in preventing the aerodynamic stall (may

be accomplished with or without additional thrust).  Audible and visual warnings (environment and aircraft cueing).  Effects of alti tude on recovery .  To avoid possible negative training, the instructor should inform the student all approach - to - stall indications leading up to the pusher must be disregarded in order for the pusher activation to occur. This is a good opportunity to demons trate and re - emphasize all approach - to - stall cues.  Crewmember understanding for airplanes equipped with a stick pusher, recommended recovery actions in response to stick pusher activation, including activation when in close proximity to the ground or at cr uise altitude. **FSTD SET**  **- UP**  **CONSIDERATIONS** This demonstration may be completed in any aircraft configuration or any altitude that allows for a recovery . **DEMONSTRATION ELEMENTS**   In level flight, reduce thrust to idle.  AOA should be increased to achieve the activation of the stick pusher.  Review approach - to - stall indications as they occur.DATE AC 120 - STALL Appendix 1

Page 3 (and 4)  Upon stick pusher activation, direct the crew to allow the pusher activation and then initiate recovery procedure. **COMPLETION STANDARDS**   The pilot releases back- pressure at pusher activation and allows it to reduce the AOA .  Recovers to the maneuvering speed appropriate for the aircraft’s configuration without exceeding the aircraft’s limitations or losing excessive altitude consistent with the aircraft performance capabiliti es. It is expected that some loss of altitude will occur during the recovery .  The maneuver is considered complete once a safe speed is achieved and the aircraft stabilized in level flight.DATE AC 120 - STALL Appendix 2

Page 1 **APPENDIX 2. SAMPLE T RAINING EVENT SCENAR** **IOS** Three scenarios were constructed using the philosophies and concepts described in this AC. They include clean configuration, high altitude departure, and landing configuration stalls. Operators are encouraged to develop additional scenarios that fit their training needs. The examples should be easil y tailored to any transport category aircraft. The examples given are not intended to be limiting in any

way , they are provided as a framework for developing an operator’s training program . **NOTE: If any differences exist between the**  **recommendations in this AC and the aircraft manufacturer’s procedures, the manufacturer’s procedures take**  **precedence.**
**SCENARIO 1: CLEAN APPROACH -**  **TO -**  **STALLS (HIGH ALTITUDE) INSTRUCTOR ROLE**  Implement scenarios that that result in an unexpected approach - to - stall near the aircraft’s maximum operating altitude. **OBJECTIVE** The pilot will recognize the stall, immediately reduce angle of attack (AOA) , smoothly increase thrust to maximum available , and sacrifice altitude a s necessary to complete the recovery . The pilot should demonstrate willingness to trade altitude for airspeed to accomplish an expeditious recovery from a stall event. **EMPHASIS AREAS**  Recognition and recovery.  Crew coordination.  AOA management.  Out of trim control forces at autopilot disconnection.  Aural and visual warnings (environment and aircraft cuing).  Surprise and startle.  Roll instability

and buffeting.  Effects of multiple levels of automation.  Effects of altitude on recovery .  There is no predetermin ed value for altitude loss and maintaining altitude during recovery is not required. Proper evaluation criteria should consider the variables that affect the recovery altitude. **FSTD SETUP**  **CONSIDERATIONS** This scenario will be conducted near maximum operating altitude for the specific aircraft weight and temperature. Crew distractions may be used (e.g., minor malfunctions, air traffic control (ATC ) **EXAMPLES OF**  **SCENARIOS FOR STALL TRAINING**AC 120 - STALL DATE

Appendix 2

Page 2 instructions, weather). Use of simulator capabilities to induce approach - to - stalls may include:  Airspeed slewin g.  Attitude changes.  Aircraft weight and center of gravity (CG) changes.  Environmental changes.  Sy stems malfunctions (e.g., full or partial pitot/static blockage, artificial thrust reduction, surreptitious disabling of automation). **SCENARIO ELEMENTS**  At level flight with the autopilot on, reduce thrust to less than adequate for maneuvering flight.  Upon the first indication of a stall, disconnect the autopilot (if applicable), adjust attitude as necessary to recover from the approaching stall, roll wings lev el, and call for and set maximum thrust.  The necessity

for smooth, deliberate , and positive control inputs to avoid increasing load factors and secondary

stalls.  During recovery , if the pilot is aggressive and increases load factor too earl y, approach - to - s tall cues should be recognized and appropriate action taken to decrease load factors to avoid stick pusher actuation (if installed). If stick pusher activates, it must be allowed to act and then appropriate recovery action should be taken. **COMPLETION STAN**  **DARDS**  The pilot will perform a deliberate and smooth reduction of AOA.  Positive recovery

from the stall or approach - to - stall takes precedence over minimizing altitude loss.  Appropriate application of power to accelerate and enable an expeditious recovery .  The return of the aircraft to safe flight without encountering a secondary stall.  The maneuver is considered complete once a safe speed is achieved and the aircraft stabilized in level flight.  Satisfactory

crew coordination must be demonstrated. **COMMON ST UDENT**  **ERRORS**  Recovery is attempted with power instead of reducing AOA .DATE AC 120 - STALL Appendix 2

Page 3  Under/ o ver control of pitch inputs.  Student fails to recognize impending secondary stall.  Reluctance to sacrifice significant altitude.  Student fails to distinguish between high speed and low speed stall.  Student increases the load factor too quickl y and gets approach - to - stall cues or stick pusher activation. **SCENARIO 2: DEPARTURE APPROACH**  **- TO**  **- STALL WITH PARTIAL FLAPS**  **INSTRUCTOR ROLE** Implement scenarios that result in an unexpected approach - to - stall on departure prior to all gear and flaps fully

retracted. **OBJECTIVE** The pilot will recognize the stall, immediately reduce AOA, increase thrust to maximum available, sacrifice altitude as necessary , and return to assigned heading and altitude to complete the recovery . Factors to consider are :  AOA management,  Level of automation,  Necessary

actions should the autopilot and/or autothrottles inadvertently disconnect,  Audible and visual warnings, and  Situational awareness (SA) including altitude available for recovery . **EMPHASIS AREAS**  Recognition and recovery.  Crew coordination.  AOA management.  Out - of

- trim control forces at autopilot disconnect (if engaged).  Aural and visual warnings (environment and aircraft cueing).  Surprise and startle.  Roll i nstability

and buffeting.  Effects of multiple levels of automation.  Effects of altitude on recovery .  There is no predetermined value for altitude loss , and maintaining altitude during recovery is not required. Proper evaluation criteria should consider variables that affect the recovery altitude. **FSTD SETUP**  **CONSIDERATIONS** The scenario will be conducted during takeoff and/or departure, at an altitude that will allow for a recovery .AC 120 - STALL DATE

Appendix 2

Page 4 Crew distractions may be used (e.g., minor malfunctions, air traffic control ler (ATC ) instructions, weather). Use of simulator capabilities to induce approach - to - stalls may

include:  Airspeed slewing,  Attitude changes,  Aircraft weight and center of gravity (CG) changes,  Environmental changes, and  Sy stems malfunctions (e.g., full or partial pitot/static blockage, artificial thrust reduction, surreptitious disabling of automation). **SCENARIO ELEMENTS**  Upon the first indication of a stall, disconnect the autopilot (if applicable), adjust attitude as necessary to recover from the approaching stall, roll wings level, and set thrust as required to effect a timely

recovery .  During recovery , the pilot should not allow the airplane to reach the AOA for the stick pusher to activate. If the stick pusher activates, it must be allowed to act and then appropriate recovery action should be taken b y the pilot.  When recovery

is assured, adjust the pitch attitude to initiate a climb to the assigned departure altitude. **COMPLETION STANDARDS**   The pilot will perform a deliberate and smooth reduction of AOA.  Positive recovery

from the stall event takes precedence over minimizing altitude loss.  Appropriate application of power to accelerate and enable an expeditious recovery .  The return of the aircraft to safe flight without encountering a secondary stall.  The maneuver is considered complete once the flight reaches and stabilizes at the assigned departure altitude.  Satisfactory

crew coordination must be demonstrated. **COMMON STUDENT ERRORS**   Recovery is attempted with no loss of altitude.  Recovery

is attempted wi thout recognizing the importance of pitch control and AOA.  Rolling wings level prior to AOA reduction.  Failure to roll wings level to improve performance.  Losing situational awareness (SA) and failing toDATE AC 120 - STALL Appendix 2

Page 5 return to assigned flightpath or follow ATC instructions after recovery . **SCENARIO 3: LANDING CONFIGURATION STALLS INSTRUCTOR ROLE**  Implement scenarios that result in an unexpected approach - to - stall during an approach. **OBJECTIVE** The pilot will recognize the stall warning, immediately reduce AOA, increase thrust to maximum required, sacrifice altitude as necessary , and proceed with the missed approach to complete the recovery . **NOTE: Some aircraft**  **, when trimmed**  **excessively nose up**  **, ma**  **y not be controllable with maximum thrust until trimmed down.**  Factors to c onsider are :  AOA management,  Level of automation,  Necessary

actions should the autopilot and/or autothrottles disconnect,  Aural and visual warnings,  Situational awareness (SA), including altitude available for recovery , and  The performance of a missed approach or reestablishing a safe flightpath for landing. **EMPHASIS AREAS**  Recognition and recovery.  Crew coordination.  AOA management.  Out - of

- trim control forces at autopilot disconnect (if engaged).  Aural and visual warnings (environment and aircraft cueing ).  Surprise and startle.  Roll instability

and buffeting.  Effects of multiple levels of automation.  Effects of altitude on recovery .  There is no predetermined value for altitude loss and maintaining altitude during recovery is not required. Proper evaluatio n criteria should consider variables that affect the recovery altitude. **FSTD SETUP**  **CONSIDERATIONS** The scenario will be conducted during approach to landing in the landing configuration, at an altitude that will allow for a recovery . Crew distractions may be used (e.g., minor malfunctions, air traffic control (ATC ) instructions, weather). Use of simulatorAC 120 - STALL DATE

Appendix 2

Page 6 capabilities to induce approach - to - stalls may include:  Airspeed slewing,  Attitude changes,  Aircraft weight and center of gravity (CG) changes,  Environment al changes, and  Sy stem malfunctions (e.g., full or partial pitot/static blockage, artificial thrust reduction, surreptitious disabling of automation). **SCENARIO ELEMENTS**  At 1,000 feet above ground level (AGL ) , reduce thrust to be inadequate to maintain a s afe speed or descent angle , and results in an increase in AOA to maintain glidepath.  Upon the first indication of a stall, disconnect the autopilot (if applicable), adjust attitude as necessary to recover from the approaching stall, roll wings level, and c all for and set thrust as required to effect a timely recovery .  During recovery , the pilot should not allow the airplane to reach the AOA for the stick pusher to activate. If the stick pusher activates, it must be allowed to act and the pilot should than t ake appropriate recovery

action.  When recovery

is assured, adjust the pitch attitude to initiate a climb to comply with missed approach instructions. **COMPLETION STANDARDS**   The pilot will perform a deliberate and smooth reduction of AOA.  Positive recovery

f rom the stall or approach - to stall takes precedence over minimizing attitude loss.  Appropriate application of power to accelerate and enable an expeditious recovery .  The return of the aircraft to safe flight without encountering a secondary stall.  The maneuver is considered complete when safe speed has been achieved and the pilot initiates the missed approach.  Satisfactory

crew coo rdination must be demonstrated. **COMMON STUDENT ERRORS**   Recovery is attempted with no loss of altitude.  Recovery

is attempted without recognizing the importance of pitch control and AOA.  Rolling wings level prior AOA reduction.  Failure to roll wings level to improveDATE AC 120 - STALL Appendi x 2

Page 7 (and 8) performance.  Losing situational awareness (SA) and failing to return to assigned flightpath and complete a missed approach, or follow ATC instructions after recovery .AC 120 - STALL DATE

Appendix 3

Page 1 **APPENDIX 3. CONSIDER ATIONS FOR STALL AND**  **STICK -**  **PUS HER**  **TRAINING 1**  **. SUMMARY OF SIMULATOR CAPABILITIES.**  A summary of today ’s simulator capabilities for stall and stick - pusher events are listed below. Figure 1, Stall Regions, below graphicall y depicts the regions referred to in the summary. Note that this figure represents the case where the pusher activates prior to a stall, which is not alway s the case. **(1)** Today ’s simulators may train satisfactoril y to stall w arning. **(2)** Today ’s simulators may train satisfactoril y to the stick pusher provided: **(a)** The maneuver is conducted in second segment climb and approach or landing based on qualification test guide data conditions ( e .g., Mach number, altitude, environmental, confi guration, etc.),

**(b)** The pusher force is validated to ensure that it is representative of the airplane (it is not presently

evaluated), and **(c)** The pusher is the type that activates before aerodynamic stall , as in this regime the aerodyn amics will typically be lin ear and the associated roll and yaw characteristics should adequatel y represent the aircraft. **(3)** Training providers who wish to provide training beyond stall warning (or stick pusher if so equipped) should contact the FAA National Simulator Program for evaluation considerations .

**L I**  **F T** 

**Angle of attack**

Stall warning C L Max Stick pusher*

* Stick pusher if installed Stalled Approach to Stall Aerodynamic stall ( i.e.,critical angle of attack) **L I**  **F T** 

**Angle of attack**

Stall warning C L Max Stick pusher*

* Stick pusher if installed Stalled Approach to Stall Aerodynamic stall ( i.e.,critical angle of attack)