NONPRECISION INSTRUMENT APPROACH (NPA)

Objective

The CFII candidate will demonstrate instructional knowledge and teaching ability for nonprecision instrument approaches in helicopters by presenting the procedural elements, risk management considerations, and common errors while simultaneously demonstrating approach techniques from an instructional standpoint. The candidate will analyze and correct simulated student errors, apply FOI principles to teach approach selection and execution, and meet the performance standards of FAA-S-8081-9E PTS Task CFII.VIII.A.

Performance Standards:

• Explain and demonstrate approach chart selection, interpretation, and application while maintaining helicopter-specific approach parameters
• Identify and correct student errors using effective instructional techniques from FOI principles
• Maintain altitude ±100 feet until final approach fix, ±100 feet during final approach segment
• Maintain heading/track ±5° during approach segments
• Maintain airspeed ±10 knots throughout approach segments
• Complete approach using single-pilot resource management techniques appropriate for helicopter IFR operations
• Not descend below MDA until visual references are established
• Execute missed approach at MAP or MDA if required visual references not established

Content

I. Approach Chart Selection and Analysis

A. Approach Selection Criteria

The selection of an appropriate nonprecision approach begins long before you reach the terminal area. As instructors, we teach students to consider these factors during flight planning and again when receiving their approach clearance:

1. Aircraft capabilities — What navigation equipment is installed and operational? VOR, GPS, NDB capability?
2. Weather conditions — Which approach provides lowest minimums for current conditions?
3. Runway alignment — Which approach requires least maneuvering in low visibility?
4. Fuel state — Do we have fuel for multiple attempts or must we select the approach with best success probability?
5. Airport environment — Obstacles, terrain, surrounding airspace

Teaching point: In helicopters, we have unique considerations that fixed-wing pilots don’t face. Our slower approach speeds mean more time exposed to icing in the final approach segment. Our inability to circle in many weather conditions makes straight-in minimums critical. And our single-pilot IFR environment means we must choose approaches that minimize workload during the highest-demand phase of flight.

B. Chart Interpretation Components

When teaching approach chart interpretation, use the “top-to-bottom, outside-in” method:

1. Header Information (Top Section)

• Airport name, city, state
• Approach type and runway designation
• NOTAM identifier (example: VOR RWY 17)
• Navigation facility identification and frequency
• Approach lighting system codes (MALSR, MALSF, etc.)

Teaching technique: Use the acronym “FAINT” — Frequency, Approach type, Identifier, Navigation aid, Touchdown zone

2. Planview (Middle Section)

• Initial approach fixes (IAF) and feeder routes
• Procedure turn or holding-in-lieu-of-PT
• Final approach course and distance
• Minimum Safe Altitude (MSA) circle
• Missed approach holding pattern

Critical teaching point for helicopters: Note any visibility restrictions for VCOA (Visual Climb Over Airport). Many helicopter departure procedures require visual conditions to cross obstacles. If your missed approach references a VCOA, you need alternate planning.

3. Profile View (Middle Section)

• Altitude restrictions at each fix
• Glide path angle or descent rate guidance
• FAF identification and distance to MAP
• Timing table for missed approach point determination

Helicopter-specific consideration: Many profile views show glide path angles optimized for fixed-wing aircraft (typically 3-5°). In helicopters, we may fly steeper approaches when operationally necessary, but our teaching must emphasize that published descent angles provide obstacle clearance. Steeper approaches require verification of obstacle clearance.

4. Minimums Section (Bottom)

• Category minimums (HAT/HAA and visibility)
• Straight-in vs. circling minimums
• Notes regarding inoperative components
• COPTER-specific minimums where published

Teaching method: Create a decision tree. “If GPS is primary nav, these minimums. If VOR only, these minimums. If approach lighting inop, add this visibility.”

C. Helicopter Approach Category

14 CFR 97.3 defines approach categories based on 1.3 times stall speed (Vso) or maximum certificated landing weight. Most helicopters fall into Category A (approach speed less than 91 knots).

Critical teaching point: Helicopters use the Helicopter-Only minimums when published, regardless of category speed. Reference the NOTE on approach plates: “Visibility reduction by 14 CFR 97.3 not authorized.” Helicopter procedures were surveyed specifically for helicopter operations with different climb gradients and obstacle consideration.

When Helicopter-Only minimums are NOT published, use Category A minimums.

D. FAF Identification in Nonprecision Approaches

Unlike precision approaches with continuous vertical guidance, nonprecision approaches have a discrete final approach fix where descent to MDA begins:

• VOR approach: FAF typically depicted by Maltese cross on profile view
• GPS approach: FAF at specified waypoint (may be labeled PFAF for precision final approach fix when LPV available)
• LOC approach: FAF at outer marker, compass locator, fix crossing, or specified distance
• NDB approach: FAF at NDB when aligned with final approach course, or at specific bearing/distance fix

Teaching technique: “The FAF is where your descent clearance begins. Before that point, maintain published altitudes. After that point, you’re cleared to descend to MDA at a stabilized rate that allows level-off before MAP.”

II. Navigation Equipment Management

A. Selection, Tuning, and Identification

The five-step process for navigation equipment setup (teach this as a flow):

1. SELECT — Choose appropriate navigation source on HSI/RMI/GPS
2. TUNE — Input correct frequency or load approach in GPS
3. IDENTIFY — Verify Morse code or GPS waypoint naming
4. TEST — Check TO/FROM indication, flag warnings, GPS RAIM
5. TWIST — Set course selector to final approach course

Common student error: Setting the inbound course to the station rather than outbound course from the station on VOR approaches. Use this teaching point: “Your course selector shows the direction you’re GOING. If you’re flying toward the VOR, set the inbound radial. If you’re tracking away from the VOR, set the outbound radial.”

B. Operational Status Determination

Before beginning any approach, verify:

1. Navigation signal adequate:

   • VOR: CDI centered or deflecting appropriately with solid TO/FROM
   • GPS: RAIM available, “FD” (2D) or “3D” annunciation
   • NDB: Steady bearing with no red flag

2. Required performance available:

   • GPS requires RAIM prediction for ETA ±15 minutes (14 CFR 91.187)
   • VOR/NDB requires MON (Minimum Operational Network) if GPS primary unavailable
   • Weather radar returns may interfere with VOR/NDB signals

3. Currency and databases current:

   • GPS database must be current (28-day cycle) for IFR operations
   • Obstacle Departure Procedures update quarterly
   • NOTAM check for navigation aid outages

Teaching scenario: “Your student is hand-flying a VOR approach. At the FAF, the CDI suddenly goes full-scale deflection, then centers, then deflects again. What’s happening? What do you teach?” Answer: Station passage or signal disturbance. Teaching point: Don’t chase the needle near station passage. Use time and distance to maintain final approach course.

C. MFD and Graphical Display Usage

Modern helicopters equipped with MFD displays (Garmin GTN, Avidyne IFD, G500/G1000) provide situational awareness tools:

1. Moving Map Display

• Current position relative to approach course
• Wind drift indication (ground track vs. heading)
• Distance to next waypoint
• Terrain/obstacle awareness

2. HSI/CDI Integration

• Course deviation indication
• Distance to FAF/MAP
• Bearing pointers showing facility location

3. Synthetic Vision (if installed)

• Artificial horizon with terrain
• Runway outline when aligned
• Approach path guidance

Teaching method: Use the MFD as a cross-check tool, not primary navigation. “Your student is fixated on the moving map and not scanning instruments. How do you correct this?” Answer: Cover the MFD temporarily. Force instrument cross-check. “The map tells you WHERE you are. Your instruments tell you HOW you’re flying.”

Risk management teaching: MFD displays can fail. Always have primary needle/CDI available. Know how to fly approach with CDI only.

III. Communications and ATC Procedures

A. Standard Approach Clearance Communication

When ATC issues an approach clearance, expect this format:

“Helicopter 123XY, cleared VOR Runway 17 approach, maintain 3,000 until established, report procedure turn inbound.”

Required elements in ATC approach clearance:

1. Aircraft identification
2. Clearance limit (approach name and runway)
3. Altitude restrictions
4. Special instructions (procedure turn, straight-in, vectors to final)

Student response technique: Read back ALL altitude assignments and clearance limit. “Helicopter 123XY cleared VOR Runway 17 approach, maintain 3,000 until established, will report procedure turn inbound.”

B. Position Reports

Required position reports on approach (91.183):

• FAF inbound (if not in radar contact)
• Missed approach execution

Additional reports that enhance safety:

• Procedure turn outbound and inbound
• Established on final approach segment
• Visual references established (or not established) at MAP

Teaching point: In single-pilot IFR helicopters, every radio call is a distraction during high-workload phases. Teach students to make reports concise and at appropriate times—NOT while configuring aircraft or beginning descent.

C. Compliance with ATC Instructions

ATC may modify your approach with:

1. “Cleared straight-in approach” — Bypasses procedure turn/hold-in-lieu-of-PT
2. “Cleared for the option” — May land, missed approach, or go around
3. “Report the FAF” — Position report required
4. Altitude restrictions — “Cross JAMBO at or above 2,500”

Non-compliance creates risk. Teach students: “If you cannot comply, say ‘Unable’ immediately.” Example: “Unable straight-in, need procedure turn for descent” (helicopter at high altitude needs time/distance to descend).

IV. Aircraft Configuration and Approach Speeds

A. Configuration Planning

Nonprecision approaches in helicopters require early configuration planning:

Initial Approach Segment (IAF to IF or FAF):

• Approach speed: 80-100 KIAS (aircraft-specific)
• Configuration: Cruise or initial approach configuration
• Power: Adjusted for level flight at approach speed
• Trim: Set for hands-off flight on heading and altitude

Intermediate Approach Segment (IF to FAF):

• Maintain assigned altitude until FAF
• Slow to final approach speed if distance permits
• Complete approach checklist
• Brief missed approach procedure

Final Approach Segment (FAF to MAP):

• Final approach speed: 60-80 KIAS (helicopter-specific, typically ≤90 KIAS for Cat A)
• Configuration: Final landing configuration unless planning missed approach
• Descent rate: 400-700 FPM typical for 3° path at 60 knots

Teaching calculations: At 60 knots groundspeed (1 NM per minute), a 3° descent path requires:

• 3° × 60 knots = 180 feet per nautical mile
• 180 FPM at 60 knots GS
• Adjust for wind: Add/subtract 100 FPM per 10 knots of headwind/tailwind

Formula: (Groundspeed ÷ 60) × 300 = FPM for 3° glide path

At 90 knots (1.5 NM per minute): (90 ÷ 60) × 300 = 450 FPM

B. Approach Checklist Discipline

Common student error: Delaying or omitting checklist items until final approach segment.

Teaching technique: “Checklist complete by FAF.” Break approach checklist into phases:

Pre-approach checklist (before IAF):

• ATIS/weather received and briefed
• Approach plate reviewed, minimums identified
• Navigation equipment set and identified
• Fuel quantity confirmed adequate
• Instruments cross-checked

Approach checklist (intermediate segment):

• Landing lights ON
• Approach speed set
• Final approach course reviewed
• Missed approach procedure briefed

Before landing checklist (visual segment):

• (Aircraft-specific items)

V. Altitude Management and Descent Procedures

A. Altitude Restrictions on Approach

Published altitudes on approach charts come in three forms:

1. Minimum altitude (2500 with underscore): Cross at or above
2. Maximum altitude (2500 with overscore): Cross at or below
3. Mandatory altitude (2500 with both): Cross at this altitude

Teaching method: Use hand signals. Point down for “at or above,” up for “at or below,” horizontal for “mandatory.”

B. Descent from FAF to MDA

The descent from FAF to MDA is where students make critical errors. Teach this systematic approach:

Step 1: Confirm FAF passage

• Positive fix identification (station passage, GPS waypoint, intersection)
• Note time (for timing to MAP)
• Cross-check all instruments

Step 2: Initiate descent

• Reduce power to established descent power setting
• Lower nose to descent attitude (approximately 5° nose-down for most helicopters)
• Trim for descent

Step 3: Establish descent rate

• Use VSI to confirm calculated descent rate
• Cross-check altimeter for steady descent
• Monitor CDI for course tracking

Step 4: Level at MDA

• Begin level-off 50-100 feet prior to MDA
• Increase power to level flight setting
• Maintain MDA precisely (not below)

Common Error: Chasing MDA

Students often oscillate around MDA, going below then climbing back. Teaching fix:

1. Use attitude + power technique: “Attitude holds altitude, power holds airspeed”
2. Establish level-off attitude 50 feet prior to MDA
3. Accept settling to MDA slowly rather than diving through

C. MDA vs. DA Distinction

Teaching point often confused: MDA is a minimum altitude you cannot descend below without visual references. DA (decision altitude, on precision approaches) is a point where you decide to land or go missed—you may descend below DA if continuing to land.

At MDA: “You may maintain MDA, maneuvering as necessary, until MAP is reached or visual references are established.”

VI. Visual References and Descent Below MDA

A. Required Visual References (14 CFR 91.175(c))

To descend below MDA, the pilot must have:

1. Flight visibility at or above published minimums, AND
2. One of these visual references distinctly visible and identifiable:
   • Approach light system (ALS)
   • Threshold, threshold markings, or threshold lights
   • Runway end identifier lights (REIL)
   • Visual approach slope indicator (VASI/PAPI)
   • Touchdown zone or touchdown zone markings/lights
   • Runway or runway markings or runway lights

B. Approach Lighting Systems

Common ALS configurations and what they mean for helicopters:

• MALSR (Medium Intensity Approach Lighting System with Runway Alignment Indicator Lights): 2400-3000 feet of lights extending from runway
• MALSF (MALSR with Sequenced Flashing Lights): Adds “rabbit” lights for visual glidepath
• ODALS (Omnidirectional Approach Lighting System): Five lights, common at smaller airports

Teaching point: Approach lights alone are sufficient to descend below MDA, but not sufficient to land. You must have runway environment in sight before descending below 100 feet AGL.

C. Instructor Demonstration of Visual Segment

When demonstrating approach light acquisition to students:

1. Verbalize the scan: “I’m at MDA, looking outside for approach lights. Still on instruments… There! I have the strobes. That’s the MALSR. Now looking for runway outline… There’s the threshold. I have landing environment.”

2. Demonstrate decision point: “I’m at the MAP timing point. I have approach lights but not runway environment. Decision: Go missed approach.”

3. Show premature descent error: “Watch what happens if I descend too early—I lose visual contact with the approach lights in the haze. Now I’m in a dangerous situation below MDA without legal visual references.”

VII. MAP Identification and Missed Approach Decision

A. Missed Approach Point Determination

The MAP on a nonprecision approach is determined by:

1. Timing from FAF: Use groundspeed-based table on approach chart
2. DME distance: If DME is available for the approach
3. GPS waypoint: If flying GPS approach, MAP is specific waypoint
4. Crossing of visual reference: VDP (visual descent point) or threshold

Teaching technique: Always use the most accurate method available. GPS is most accurate. DME is next. Timing is least accurate due to wind.

B. Timing to MAP

If using timing method:

1. Note time at FAF (to nearest second)
2. Use timing table for your groundspeed
3. Set timer or note expected MAP time
4. At calculated time, if visual references not established, go missed

Common student error: Poor groundspeed estimation. Teaching fix:

• Use GPS groundspeed readout if available
• If no GPS: Estimate TAS, apply known winds, calculate groundspeed
• Brief timing for multiple groundspeeds: “If I’m at 90 knots, it’s 2:20 to MAP. If I’m at 70 knots, it’s 3:00.”

C. Missed Approach Decision Criteria

Teach the three-part decision process at MAP:

Question 1: Do I have required flight visibility?

• If no → Missed approach mandatory
• If yes → Continue to Question 2

Question 2: Do I have required visual references?

• If no → Missed approach mandatory
• If yes → Continue to Question 3

Question 3: Am I in position for safe landing?

• Aligned with runway?
• Descent rate controllable?
• Sufficient distance remaining?
• If no to any → Missed approach appropriate

Teaching emphasis: “The missed approach is a normal maneuver, not an emergency. On many days, minimums mean minimums. Professional pilots fly missed approaches regularly.”

VIII. Single-Pilot Resource Management for Helicopter Approaches

A. Workload Management Strategies

Nonprecision approaches create peak workload. Teach these specific techniques:

1. Verbalize the approach (self-briefing technique)

Example narration: “I’m approaching JAMBO intersection, which is my FAF. I’m at 3,000 feet, slowing to 80 knots. Navigation is set—VOR frequency verified, course 175 inbound. At JAMBO I’ll descend to 1,420 MDA at 500 feet per minute. That’s 3 minutes to MAP. I’ve got the MALSR approach lights, straight-in minimums are 600 and 1. If I don’t see the runway by the time/MAP, I’ll climb straight ahead to 2,000, then turn left direct to the VOR and hold.”

2. Aviate-Navigate-Communicate priority

During approach segments, remind students:

• Aviate first: Aircraft control cannot be compromised for navigation or radio calls
• Navigate second: Know where you are, where you’re going, when to descend
• Communicate last: If ATC calls during critical phase, continue flying and respond when able

Teach this explicitly: “If ATC calls at the FAF, you may respond ‘Standby’ or delay response until past descent initiation. Aircraft control is paramount.”

3. Cockpit flow patterns

Develop flows that minimize head movement and scan interruption:

• Outside scan (for traffic/visual references)
• Attitude indicator (primary flight reference)
• Course indicator/CDI (primary navigation reference)
• Altimeter (altitude verification)
• VSI (descent rate)
• Airspeed indicator (airspeed trend)
• Back to attitude indicator

Minimize time on:

• Navigation setup screens (do this before IAF)
• Approach charts (memorize critical items: MDA, missed approach heading)
• Radio frequency changes (pre-program frequencies)

B. Decision-Making Under Stress

Approaches in low weather are inherently stressful. Teach decision-making frameworks:

DECIDE model:

• Detect: Problem identified (low fuel, weather worse than expected, equipment malfunction)
• Estimate: Significance of problem
• Choose: Outcome desired (safe landing, alternate plan, missed approach)
• Identify: Solutions available
• Do: Best option selected and executed
• Evaluate: Outcome monitored

Example scenario: “You’re flying the VOR approach. At FAF, you notice the CDI oscillating. The VOR identification is intermittent. What’s your decision?” Answer options:

• Continue if you have GPS backing up the approach
• Discontinue and request vectors for alternate approach
• Hold and check ATIS for NOTAM updates
• Divert to alternate

Teaching point: Make the decision EARLY. Don’t continue an unstable approach hoping it improves.

IX. Common Student Errors and Instructional Corrections

A. Failure to Have Essential Knowledge

Error: Student begins approach without knowing MDA, MAP timing, or missed approach procedure.

Recognition: Student hesitates when asked, “What are your minimums?” or fumbles with approach chart during final segment.

Correction technique:

1. Require verbal brief before IAF: “Minimums, missed approach heading, timing to MAP”
2. Use memory device: “MDA-MAP-MISS” (Minimum descent altitude, Missed approach point, Missed approach procedure)
3. Practice approach briefings on ground before flight

Instructional scenario: Pause before IAF. “Show me on the plate where your minimums are. Now show me where the missed approach procedure is. Brief it to me.” If student cannot, return to chart study before continuing.

B. Incorrect Communications or ATC Non-Compliance

Error: Student misunderstands clearance, reads back incorrectly, or fails to comply with altitude restrictions.

Recognition:

• ATC issues correction: “Verify altitude restriction”
• Student descends before cleared
• Altimeter shows non-compliance with crossing restriction

Correction technique:

1. Require full readback of all altitude assignments
2. Write down clearances if needed (use kneeboard card)
3. Question any unclear instruction: “Verify you want us to cross JAMBO at 2,500?”

Instructional demonstration: Show incorrect: “Cleared for approach” [begins descent immediately at IAF] Show correct: “Cleared for approach, maintain 3,000 until established” [levels at 3,000, descends only after FAF]

C. Failure to Accomplish Checklist Items

Error: Student rushes through checklist, omits items, or delays checklist until critical phase.

Recognition:

• Navigation not set correctly at FAF
• Approach speed not achieved
• Landing lights not on

Correction technique:

1. Enforce “Checklist complete before FAF” rule
2. Use challenge-response format for critical items
3. Demonstrate consequences: “You forgot to verify navigation frequency. Now we’re tracking the wrong VOR. How does this affect obstacle clearance?”

Instructional scenario: Simulate equipment mis-configuration. “You tuned 110.2 instead of 110.8 for the VOR. At what point should you have caught this error?” Answer: During identification after tuning.

D. Faulty Basic Instrument Flying Technique

Error manifestations:

• Altitude deviations during level segments
• Course overshoots or undershoots
• Inconsistent airspeed
• Uncoordinated flight (slipping/skidding)

Recognition: Performance outside PTS standards (±100 feet, ±5°, ±10 knots)

Correction technique by error type:

Altitude deviations:

• “What instrument tells you altitude trend? The VSI. You’re showing 200 FPM descent but you’re supposed to be level. What control input stops the descent?” [Increase collective/power]
• Teach: Small corrections, cross-check altimeter and VSI together

Course deviations:

• “Your CDI is one dot left of center. Which way do you turn?” [Toward the needle]
• “How much correction do you need? Start with one-half the deflection. One dot is approximately 2.5°, so turn 1-2° toward course.”
• Teach: “Turn toward, then twist, then turn” (turn toward needle, set new heading, turn to intercept)

Airspeed deviations:

• “Airspeed is decreasing. What controls airspeed in level flight?” [Collective/power]
• “In descent, what controls airspeed?” [Pitch attitude]
• Teach: Scan must include airspeed every few seconds, not just during transitions

E. Inappropriate Descent Below MDA

Critical error: Descending below MDA without required visual references. This is a disqualifying event on checkride.

Recognition:

• Altimeter below MDA
• Student cannot identify visual references when questioned
• Descent continuing after MAP timing reached

Immediate correction:

1. “Check your altitude” (if student doesn’t respond immediately)
2. “Execute missed approach now” (directive command)
3. After recovery: “You descended below MDA. What are the regulatory requirements to descend below MDA?” [Review 91.175(c)]

Prevention teaching:

• Brief MDA as “hard deck” before approach
• Use altitude alerter if equipped
• Set altitude reminder bug at MDA
• Teach: “Level at MDA, do not descend until I have landing environment AND I am in position to land safely”

Demonstration technique: Fly approach, level at MDA, maintain MDA to MAP. “Notice I’m not descending. Why? I have approach lights, but I don’t have runway environment yet. I’ll maintain MDA until I have sufficient visual references.”

X. Adjustments to Published Minimums

A. Inoperative Components

Approach chart notes section lists required adjustments when components are inoperative:

Approach lights inoperative:

• Typically adds 50 feet to minimums
• May increase visibility requirement by ¼ to ½ mile
• Note specific adjustment on plate

Navigation aid out of service:

• Approach not authorized
• Request alternate approach or proceed to alternate airport

GPS RAIM unavailable:

• GPS approaches not authorized
• Revert to ground-based approach if available

Altimeter setting not available:

• Use alternate setting source (nearby airport, ATC)
• If none available, increase MDA per table (usually +200 feet plus ½ mile visibility)

Teaching technique: “Before every approach, check NOTAMs and ATIS for inoperative components. One missing approach light can make the difference between legal minimums and needing an alternate.”

B. Visibility Adjustments

Helicopters have unique visibility provisions per 14 CFR 97.3:

1. Helicopter-only approaches: Published visibility minimums apply. Reduction NOT authorized.

2. Category A approaches (when no helicopter-only published): May reduce visibility to ½ statute mile or 1200 RVR (whichever is greater), but not below any published minimum.

Teaching point: This is a common test question. “What visibility minimum can you use for this approach?” Answer depends on whether helicopter-only minimums are published.

C. Temperature Limitations

Cold temperature altitude corrections required when temperature is below charted cold temperature airport altitude restriction (see NOTAM D symbol on plate).

If temperature at airport is below restriction (example: -15°C at field elevation when plate shows +5°C minimum), altitude corrections required:

Use cold temperature correction table or rule of thumb:

• 4% per 1000 feet for every 10°C below ISA

Example: You’re at 3,000 feet MSL, airport temperature is -20°C (ISA is -10°C at sea level, so you’re 10°C below ISA)

• 3,000 feet ÷ 1,000 = 3
• 3 × 4% = 12% correction
• 10°C below ISA, so: 12% × 1 = 12% correction (approximately)
• 3,000 feet × 0.12 = 360 feet
• Fly 3,360 feet instead of 3,000 feet

Teaching technique: “Cold temperature makes altimeter read higher than actual. You’re lower than you think. Add altitude to compensate.”

Schedule

Equipment

Required References

• FAA-S-8081-9E: Instrument Rating Practical Test Standards (Helicopter)
• FAA-H-8083-9: Aviation Instructor’s Handbook (current edition)
• FAA-H-8083-15B: Instrument Flying Handbook
• FAA-H-8083-21: Helicopter Flying Handbook
• 14 CFR Part 91 (Subpart B: Flight Rules, §91.175 specifically)
• 14 CFR Part 97: Standard Instrument Procedures
• Aeronautical Information Manual (AIM), Chapter 5
• Terminal Procedures Publication (TPP) or equivalent approach charts for local area

Aircraft Requirements

• Helicopter certificated and equipped for IFR operations under 14 CFR 91.205(d)
• Required IFR instruments: attitude indicator, directional gyro, clock, altimeter, VSI, turn coordinator, DME or GPS
• Navigation radios appropriate for approaches to be flown (VOR/LOC/GPS)
• Dual controls for safety pilot operations
• Current and approved databases if GPS-equipped
• View-limiting device (hood/foggles) for simulated IMC

Training Materials

• Local approach charts (minimum 3 different nonprecision approaches: VOR, GPS, LOC if available)
• Approach chart blanks for student markup and teaching demonstrations
• Navigation log sheets
• Approach briefing cards/templates
• Whiteboard or tablet for diagram demonstrations
• Cold temperature correction table
• Timing tables and groundspeed calculator
• IFR flight planning materials (weather products, NOTAM access)

Visual Aids & Teaching Tools

• Laminated approach chart examples showing common error scenarios
• Profile view descent rate calculator (physical or digital)
• MDA reminder cards
• Procedure turn/hold-in-lieu-of-PT diagrams
• Approach lighting system photographs (MALSR, MALSF, ODALS)
• Video examples of approach light acquisition in various weather
• Instructor demonstration checklist card

Safety Equipment

• Safety pilot (if required by insurance or CFR 91.109)
• Current sectional chart
• Emergency procedures checklist
• Alternate airport information
• Communications backup (handheld radio recommended)

Instructor Actions

The CFII candidate will:

1. Conduct comprehensive ground instruction on nonprecision approach procedures, demonstrating mastery of all knowledge elements including approach chart interpretation, navigation equipment management, altitude management procedures, visual reference requirements, and MAP determination methods. Use teaching aids to illustrate helicopter-specific considerations.

2. Demonstrate effective instructional techniques consistent with FOI principles during ground instruction:

   • Organize instruction from simple to complex (chart overview → specific procedures → integration)
   • Use practical examples relevant to helicopter IFR operations
   • Employ analogies to clarify complex concepts (MDA as “hard deck,” CDI as “highway lines”)
   • Check student understanding through scenario-based questions
   • Encourage student questions and critical thinking

3. Present approach chart analysis methodology using “top-to-bottom, outside-in” technique, emphasizing helicopter-specific minimums when published, Category A minimums when helicopter minimums not published, and adjustments for inoperative components. Demonstrate how to brief an approach completely.

4. Explain navigation equipment selection and testing procedures for VOR, GPS, and other navigation sources. Demonstrate the five-step process (SELECT-TUNE-IDENTIFY-TEST-TWIST) and explain RAIM requirements for GPS approaches. Show proper use of MFD displays as cross-check tools.

5. Demonstrate proper communications procedures with ATC during approach phases, including correct readback techniques, required position reports, and appropriate responses to amended clearances. Emphasize single-pilot workload management during radio communications.

6. Brief aircraft configuration and speed management throughout approach segments (initial, intermediate, final), including specific power settings, airspeeds, and checklist timing appropriate for the training helicopter. Calculate and explain descent rate requirements.

7. Demonstrate altitude management techniques from FAF to MDA, including proper descent initiation, rate establishment using attitude and power, level-off technique 50-100 feet prior to MDA, and precise MDA maintenance. Emphasize that MDA is a minimum altitude not to be busted.

8. Explain visual reference requirements per 14 CFR 91.175(c) for descent below MDA. Show approach lighting system configurations and demonstrate the decision process at MDA (flight visibility → visual references → position for landing).

9. Demonstrate MAP identification methods using timing, DME, GPS waypoint, or visual references. Calculate timing based on groundspeed. Explain missed approach decision criteria and demonstrate commitment to missed approach when visual references not established.

10. Present single-pilot resource management strategies specific to helicopter IFR operations, including workload distribution, prioritization (aviate-navigate-communicate), cockpit flow patterns, and stress decision-making frameworks (DECIDE model).

11. Identify and demonstrate common student errors:

    • Inadequate approach knowledge/briefing
    • Poor communications or ATC non-compliance
    • Omitted checklist items
    • Faulty instrument cross-check and control
    • Inappropriate descent below MDA
    • Poor MAP timing/identification

12. Present instructional correction techniques for each common error using scenario-based examples. Demonstrate how to recognize errors early, provide immediate corrective guidance, and use teachable moments to reinforce learning. Apply FOI principles (positive reinforcement, building confidence, managing stress).

13. Conduct pre-flight briefing covering weather analysis, NOTAM review, approach selection rationale, fuel planning, and specific approach brief including minimums, timing, missed approach procedure, and risk management considerations.

14. Fly approach #1 with continuous instructional narration:

    • Verbalize all phases of approach from clearance through missed approach or landing
    • Explain decision points and altitude/course management techniques
    • Demonstrate proper scan patterns and workload management
    • Narrate visual reference acquisition and descent below MDA decision
    • Maintain helicopter within PTS standards while teaching: ±100 feet altitude, ±5° heading/track, ±10 knots airspeed
    • Complete approach straight-in or go missed as appropriate

15. During approach #2, respond to DPE-simulated student errors:

    • Recognize errors as they develop (altitude deviation, course deviation, premature descent below MDA, missed approach delay)
    • Provide timely, specific, positive corrections using FOI techniques
    • Prevent error from becoming hazardous while allowing learning opportunity
    • Debrief error with student after recovery: what happened, why, how to prevent

16. During approach #3, emphasize specific teaching elements as directed by DPE:

    • Demonstrate MDA maintenance technique with narration
    • Show timing method for MAP determination
    • Explain visual reference acquisition and decision process
    • Demonstrate missed approach execution with instructional emphasis
    • Integrate FOI principles throughout: ensure understanding, provide reinforcement, manage learning environment

17. Demonstrate knowledge of adjustments to published minimums:

    • Explain inoperative component procedures (approach lights, nav aid, altimeter setting)
    • Calculate cold temperature corrections when applicable
    • Explain helicopter visibility reduction rules and when reduction is/is not authorized
    • Show how to determine alternate minimums and requirements

18. Analyze risk management considerations throughout all approaches:

    • Weather deterioration during approach (when to divert)
    • Equipment malfunction during approach (when to discontinue)
    • Unstabilized approach recognition (when to go missed early)
    • Single-pilot workload saturation (when to request delay or vectors)
    • Decision-making under stress (DECIDE model application)

19. Conduct comprehensive post-flight debrief:

    • Assess own performance against PTS standards
    • Review teaching effectiveness during flight
    • Identify areas for improvement in instructional delivery
    • Discuss alternative teaching methods for difficult concepts
    • Connect flight experience back to FOI principles

20. Answer DPE questions regarding approach procedures, regulations, teaching methods, error analysis, and helicopter-specific IFR considerations throughout all phases of instruction.

Student Actions

The evaluator (acting as student/examiner) will:

1. Participate in ground instruction by asking relevant questions about approach procedures, requesting clarification of complex topics, and posing scenario-based situations requiring the CFII candidate to demonstrate instructional problem-solving (e.g., “What if the VOR CDI fails at the FAF?”).

2. Review approach charts presented by the candidate, verifying that all essential elements are identified: minimums, FAF, MAP timing/identification, missed approach procedure, navigation frequencies, and helicopter-specific considerations.

3. Evaluate the candidate’s teaching methodology for consistency with FOI principles:

   • Logical organization of material
   • Appropriate use of teaching aids
   • Clarity of explanations
   • Effectiveness of analogies and examples
   • Techniques for checking understanding
   • Adaptation to student learning style

4. Request demonstrations of specific approach elements:

   • “Show me where the FAF is on this chart and explain how you would teach a student to identify it in flight.”
   • “Calculate the descent rate needed for this approach at 80 knots groundspeed.”
   • “Explain the difference between MDA and DA and how you would teach this distinction.”

5. Observe pre-flight briefing for completeness, accuracy, and instructional quality. Verify candidate briefs weather, approach selection rationale, minimums, timing, missed approach procedure, and risk management considerations in a manner suitable for teaching a student.

6. Observe aircraft preflight and IFR equipment verification, ensuring candidate demonstrates and explains critical items that student pilots commonly miss or misunderstand.

7. Monitor flight operations and candidate’s instructional narration during approaches:

   • Accuracy of information provided
   • Clarity of explanations during high-workload phases
   • Demonstration of effective scan patterns
   • Management of single-pilot IFR workload while teaching
   • Adherence to PTS performance standards

8. Simulate student errors during approach #2 as directed:

   • Course deviations (slow to correct, overcorrecting)
   • Altitude busts (early descent, descent below MDA)
   • Airspeed deviations
   • Missed checklist items
   • Poor communications (incorrect readbacks, missed calls)
   • Premature or delayed missed approach

9. Evaluate candidate’s error recognition and correction:

   • Timeliness of intervention
   • Appropriateness of correction technique
   • Use of positive reinforcement vs. criticism
   • Effectiveness of explanation
   • Prevention of hazardous situation while allowing learning

10. Request emphasis on specific teaching elements during approach #3:

    • “Demonstrate how you would teach MDA maintenance to a student having difficulty holding altitude.”
    • “Show me your technique for teaching timing to the MAP.”
    • “Demonstrate visual reference acquisition and explain the decision process.”

11. Verify candidate’s knowledge of regulations by asking specific questions during approaches:

    • “What visual references do we need to descend below MDA?”
    • “Can we reduce visibility minimums on this approach? Why or why not?”
    • “What’s the temperature limitation for this approach, and what do we do if it’s too cold?”

12. Assess risk management understanding by presenting scenarios:

    • “We’re at MDA with approach lights in sight but no runway. What’s your decision?”
    • “The weather just went below minimums while we’re on final. What do you do and what do you teach your student?”
    • “Your student is fixated on the GPS moving map and not scanning instruments. How do you correct this?”

13. Observe post-flight debrief for quality of self-assessment, identification of teaching effectiveness, and professional approach to continuous improvement.

14. Evaluate overall instructional competence throughout the lesson:

    • Mastery of subject matter (nonprecision approach procedures)
    • Ability to explain complex topics clearly
    • Application of FOI principles
    • Helicopter-specific IFR knowledge
    • Risk management emphasis
    • Professional instructional demeanor
    • Ability to analyze and correct student errors

15. Provide feedback to candidate after lesson on teaching effectiveness, areas of strength, and areas needing improvement for instructional proficiency.

Completion Standards

The lesson is complete when the CFII candidate:

1. Demonstrates comprehensive instructional knowledge of all nonprecision approach elements per PTS Task CFII.VIII.A, including:

   • Approach chart selection criteria and interpretation for helicopters
   • Navigation equipment selection, tuning, identification, and operational status verification
   • ATC communications procedures and clearance compliance
   • Aircraft configuration, approach speeds, and checklist procedures
   • Altitude management from FAF through MDA to MAP
   • Visual reference requirements per 14 CFR 91.175(c)
   • MAP identification methods and missed approach criteria
   • MFD and graphical display usage for situational awareness
   • Adjustments to published minimums for inoperative components and helicopter operations

2. Applies FOI principles effectively throughout instruction:

   • Organizes material logically (simple to complex, known to unknown)
   • Uses appropriate teaching aids and visual references
   • Employs effective analogies and real-world examples
   • Checks student understanding through questioning
   • Provides positive reinforcement and manages learning environment
   • Adapts instruction to student needs and learning pace
   • Demonstrates patience and professionalism

3. Demonstrates and simultaneously explains a complete nonprecision approach from an instructional standpoint while maintaining aircraft within PTS standards:

   • Altitude: ±100 feet during level flight segments; ±100 feet during final approach segment until beginning final descent to MDA; maintains MDA precisely (not below) when reached
   • Heading/Track: ±5° on all approach segments
   • Airspeed: ±10 knots throughout approach
   • Course tracking: Maintains CDI within ¾ scale deflection (±5° VOR, ±1 nm GPS)
   • Approach clearance compliance: Adheres to all altitude restrictions and ATC instructions
   • Does not descend below MDA until visual references per 91.175(c) are established
   • Executes missed approach at MAP if visual references not established

4. Provides clear instructional narration throughout demonstrated approach:

   • Verbalizes all decision points and control inputs
   • Explains rationale for configuration changes
   • Describes scan patterns and instrument cross-check
   • Announces altitude/course/speed management techniques
   • Narrates visual reference search and acquisition
   • Explains missed approach decision criteria
   • Maintains helicopter control while teaching

5. Identifies and corrects simulated student errors using effective instructional techniques:

   • Recognizes errors as they develop (altitude deviation, course deviation, premature descent below MDA, configuration errors)
   • Provides timely, specific corrections without being abrupt or critical
   • Uses positive reinforcement when student makes correction
   • Explains why error occurred and how to prevent recurrence
   • Demonstrates correct technique when needed
   • Prevents errors from becoming hazardous while allowing learning opportunity

6. Demonstrates specific teaching techniques for common error areas:

   • Shows how to teach MDA maintenance and prevention of premature descent
   • Demonstrates timing method for MAP determination with groundspeed calculations
   • Explains visual reference acquisition and decision process at MDA
   • Shows correction techniques for course and altitude deviations
   • Demonstrates checklist discipline and workload management
   • Teaches approach briefing methodology

7. Correctly explains helicopter-specific considerations:

   • Use of helicopter-only minimums when published vs. Category A minimums
   • Visibility reduction provisions and restrictions per 14 CFR 97.3
   • Approach speed criteria for Category A (typically ≤90 KIAS for helicopters)
   • Single-pilot IFR workload management strategies
   • Power and collective management during approach segments
   • Helicopter descent rate calculations and techniques
   • Obstacle clearance considerations unique to rotorcraft

8. Explains regulatory requirements accurately:

   • Visual reference requirements for descent below MDA (14 CFR 91.175(c))
   • Required position reports during approach (14 CFR 91.183)
   • Inoperative components and minimum equipment (14 CFR 91.213)
   • GPS RAIM requirements for IFR operations (14 CFR 91.187)
   • IFR equipment requirements (14 CFR 91.205(d))
   • Alternate airport weather minimums (14 CFR 91.169)

9. Analyzes risk management factors and incorporates them into instruction:

   • Weather deterioration recognition and diversion decision
   • Equipment malfunction during approach and alternate procedures
   • Unstabilized approach criteria and go-around decision
   • Single-pilot workload saturation recognition
   • Decision-making under stress using DECIDE or similar model
   • Obstacle clearance considerations when deviating from published procedures

10. Demonstrates knowledge of adjustments to published minimums:

    • Explains procedures when approach lights are inoperative
    • Calculates cold temperature corrections when applicable
    • Identifies alternate minimums requirements
    • Explains visibility adjustments for helicopter operations
    • Describes procedures for inoperative altimeter setting source

11. Conducts effective briefings:

    • Pre-flight: Weather, approach selection, fuel, risk management
    • Approach brief: Minimums, FAF altitude, timing, missed approach procedure
    • Post-flight: Performance analysis, teaching effectiveness, improvement areas

12. Demonstrates professional instructional demeanor:

    • Maintains composure during high-workload phases
    • Communicates clearly and confidently
    • Shows patience with simulated student struggles
    • Provides constructive feedback, not criticism
    • Maintains safety of flight as paramount priority
    • Models professional pilot behavior and decision-making

13. Successfully integrates ground and flight instruction into cohesive lesson demonstrating readiness to teach nonprecision approaches to helicopter IFR students.

Disqualifying Performance: Any of the following constitute unsatisfactory performance:

• Descent below MDA without required visual references
• Failure to execute missed approach when visual references not established at MAP
• Altitude deviation exceeding PTS standards (more than ±100 feet)
• Heading/track deviation exceeding ±5°
• Failure to comply with ATC clearances or altitude restrictions
• Inability to explain regulatory requirements for descent below MDA
• Inability to identify or correct critical student errors (especially descent below MDA)
• Inability to demonstrate effective teaching methodology per FOI principles
• Loss of aircraft control while attempting to teach

The CFII candidate must meet ALL completion standards to satisfactorily complete PTS Task CFII.VIII.A — Nonprecision Instrument Approach.