Go-Around

Objective

The commercial helicopter student will demonstrate comprehensive understanding and execution of go-around procedures from various approach profiles. Upon completion, the student will identify situations requiring go-around decisions, explain atmospheric effects on go-around performance, execute timely go-around decisions, and perform go-arounds maintaining heading ±10°, airspeed ±10 KIAS, and initiating climb within 100 feet of decision altitude while clearing all obstacles by appropriate margins per 14 CFR 91.119. This lesson satisfies ACS requirements for CH.V.G and reinforces commercial-level decision-making, precision, and risk management appropriate to 14 CFR 61.133 commercial pilot privileges.

Content

Introduction

The go-around is a critical maneuver representing professional aeronautical decision-making. For commercial pilots who will fly passengers, external loads, or conduct aerial work operations, the ability to recognize an unstable approach and execute a timely go-around separates adequate pilots from professional aviators. Unlike private pilot training where go-arounds focused on basic safety, commercial training emphasizes precision, anticipation, and understanding the operational context—whether conducting Part 135 tour flights, external load operations, or emergency medical services where approach environment constantly changes.

The term “go-around” in helicopters encompasses any decision to discontinue an approach and transition to a climb or alternate landing area. Unlike fixed-wing aircraft which must maintain forward airspeed, helicopters possess unique options: vertical climbs from hover or low speeds, translational climbs, or combination maneuvers depending on aircraft performance, density altitude, and available power margin.

Situations and Considerations Requiring Go-Around (CH.V.G.K1)

Obstacle or Traffic Conflicts:

• Unexpected vehicle, aircraft, or personnel movement in landing area
• Wildlife (deer, cattle, birds) entering the intended touchdown zone
• Construction equipment, FOD, or debris discovered during final approach
• Conflicting traffic not observed until late in approach sequence
• Ground personnel failing to clear the area as briefed

Commercial operations frequently occur in confined or congested areas where ground activity cannot be completely controlled. Tour operations may land at sites with pedestrian traffic; utility work occurs near active construction; EMS operations happen at accident scenes with emergency vehicles. The commercial pilot must continuously evaluate the landing area throughout the approach, not just during reconnaissance.

Unstable Approach Parameters:

• Airspeed deviations exceeding stabilization criteria (typically ±10 KIAS for commercial operations)
• Rate of descent exceeding aircraft limitations or creating excessive sink rate at touchdown
• Approach angle resulting in excessive aft cyclic requirement or tail rotor strike risk
• Loss of visual references due to blowing snow, dust, water spray, or sun angle
• Groundspeed too high for conditions (tailwind component, confined area)
• Aircraft not aligned with intended landing direction or touchdown point
• Control inputs becoming large, erratic, or approaching limits

Professional standards demand stabilized approaches. Most commercial operators define “stabilized” as: proper approach angle, airspeed within limits, rate of descent appropriate, aircraft in trim, landing area positively identified, and minimal control corrections required. Any parameter outside limits below decision height (typically 200 feet AGL for normal operations, 100 feet for confined areas) mandates go-around initiation.

Aircraft Performance Concerns:

• Power required approaching maximum available power
• Low rotor RPM with insufficient margin for recovery
• Unusual vibrations, noises, or instrument indications
• Hydraulic system fluctuations or warning lights
• Engine chip detector illumination or oil pressure loss
• Insufficient power margin for safe hover or departure after landing

Commercial pilots must maintain power margin awareness throughout every approach. If power required at 50 feet requires 90% torque with no wind, what happens if wind dies or shifts during final deceleration? Professional operations require maintaining 10-15% power margin for safety buffer.

Environmental Factors:

• Wind shift causing loss of effective translational lift
• Windshear indicated by airspeed fluctuations, sink rate changes, or unusual control inputs
• Turbulence causing altitude deviations or control difficulties
• Visibility deterioration (fog rolling in, precipitation increasing, dust/snow)
• Loss of visual references during approach to confined or pinnacle sites
• Unexpected downdrafts in mountainous terrain or near obstacles
• Vortex ring state development indicated by high rate of descent and mushy controls

Environmental factors change rapidly. The commercial pilot must recognize trends, not just current conditions. Slight wind decrease at 100 feet suggests possible calm at surface—anticipate power requirement increase.

Human Factors and Operational Pressure:

• Distraction by passengers, radio calls, or non-essential conversation
• Continuation bias (“get-home-itis”) overriding professional judgment
• Pressure to complete mission despite marginal conditions
• Fatigue degrading decision-making or control precision
• Fixation on landing versus monitoring aircraft state

Commercial operations create subtle pressure: passengers expecting arrival, medical urgency, supervisor expectations, schedule requirements. Recognizing these pressures and maintaining professional standards despite them defines commercial professionalism. One technique: brief every approach with “we’ll land if conditions remain suitable, otherwise we go around.” This mental preparation reduces continuation bias.

Regulatory Requirements: 14 CFR 91.119 minimum safe altitudes apply throughout go-arounds. Over congested areas (500 feet above highest obstacle within 2,000-foot radius), over other than congested areas (500 feet AGL or not closer than 500 feet to any person, vessel, vehicle, or structure), helicopters may operate at less than minimums “if the operation is conducted without hazard to persons or property on the surface” and complies with routes/altitudes prescribed by the Administrator. During go-arounds, maintain these clearances while maneuvering.

14 CFR 91.3 grants pilot-in-command final authority: “The pilot in command of an aircraft is directly responsible for, and is the final authority as to, the operation of that aircraft.” This regulation empowers commercial pilots to execute go-arounds despite operational pressure.

Effects of Atmospheric Conditions on Go-Around (CH.V.G.K2)

Density Altitude Impact: Density altitude directly affects engine power output, rotor efficiency, and climb performance. As density altitude increases:

• Available engine power decreases approximately 3% per 1,000 feet
• Rotor blade angle of attack must increase to maintain thrust (higher collective required)
• Power margin between required and available decreases
• Climb rate decreases; vertical climb capability may become impossible
• Translational lift becomes more critical for acceptable climb performance

During high density altitude operations (common in summer, hot climates, or mountain flying), go-arounds must be planned differently. Vertical climbs may be impossible; translational climbs forward or downwind may be necessary. Commercial pilots must calculate maximum hover altitude and recognize when go-arounds require maintaining forward airspeed rather than attempting hover climbs.

Example calculation: Robinson R44 at 2,400 pounds on a 95°F day at 4,000 feet pressure altitude. Density altitude approximately 7,300 feet. Maximum hover altitude out-of-ground effect might be 3,000 feet density altitude. At your operating altitude, no power exists for vertical climb—go-arounds must maintain translational lift.

Wind Considerations: Wind affects go-around performance through multiple mechanisms:

Headwind on approach becomes tailwind if executing downwind departure (common when obstacles prevent upwind climb):

• 10-knot headwind becomes 10-knot tailwind: 20-knot groundspeed change
• Requires additional power to maintain airspeed through transition
• Ground rush appears slower during approach, faster during departure

Crosswinds require drift correction during climb:

• Maintain ground track for obstacle clearance, not just heading
• Right crosswind during climb requires left cyclic (drifts toward tail rotor)
• Increased power during climb increases anti-torque requirement

Wind shear and wind gradient:

• Wind typically stronger with altitude; expect increasing headwind or decreasing tailwind as you climb
• Sudden airspeed changes require anticipation, prompt collective adjustment
• Approach into strong headwind that dies near surface: excessive power requirement develops rapidly

Tailwind approaches (sometimes necessary in confined areas):

• Higher groundspeed requires longer deceleration distance
• Go-around may require acceleration through translational lift before establishing climb
• Tail rotor effectiveness reduced during rearward flight

Turbulence Effects: Turbulence complicates go-around execution:

• Altitude and airspeed deviations require continuous correction
• Rotor RPM fluctuations demand governor attention or manual throttle adjustment
• Increased control inputs required, possibly approaching control limit margins
• Passenger comfort degraded (relevant for 14 CFR 135 operations)
• Pilot workload increased during high-workload phase

Moderate or greater turbulence may be reason for go-around itself—if unable to maintain aircraft control within standards, do not land.

Precipitation and Moisture: Rain, snow, or high humidity affect performance:

• Water loading on rotor blades increases weight, degrades lift efficiency
• Engine power loss possible with heavy rain (water ingestion)
• Visibility reduction may eliminate visual references
• Evaporative cooling in rain may slightly improve power (minor factor)

Heavy precipitation often accompanies poor visibility, turbulence, or convective activity—compounding factors that individually or collectively justify go-around decisions.

Temperature Inversions: Temperature inversions create wind shear and turbulence at inversion altitude:

• Common morning phenomenon; temperature increases with altitude
• Wind speed/direction changes abruptly at inversion layer
• Approach through inversion requires anticipation of wind shift during go-around
• Mechanical turbulence near surface with calm winds aloft (or vice versa)

Visibility and Ceiling: While not atmospheric “performance” factors, visibility and ceiling directly affect go-around feasibility:

• Loss of visual references at 50 feet requires immediate go-around—no alternative
• Lowering ceiling may prevent safe climb-out (relevant in valleys, mountainous terrain)
• Scud running during go-around to maintain VFR cloud clearances creates additional hazard

Go-Around Procedures and Importance of Timely Decision (CH.V.G.K3)

Decision-Making Timeline: Professional go-around execution depends on timely decision-making. Delay compounds risk geometrically:

• Decision at 200 feet AGL: ample time, power, altitude for corrections
• Decision at 100 feet AGL: adequate but reduced options
• Decision at 50 feet AGL: limited options, higher risk, requires immediate action
• Decision at 10 feet AGL: extremely limited options, high risk of hard landing or dynamic rollover
• Decision after touchdown: may be too late; settling on obstacles, taking off again hazardous

Establish personal minimums: “If unstabilized by [altitude], I go around. No exceptions.” Common standards:

• 200 feet AGL for normal approaches: airspeed, descent rate, alignment within parameters
• 100 feet AGL for confined areas: positive aircraft control, adequate power margin, clear path visible
• 50 feet AGL: committed to landing unless safety-of-flight issue arises

Standard Go-Around Procedure:

The specific procedure varies by approach type, but general sequence:

1. Recognize and Decide: Identify reason requiring go-around. Make definitive decision: “Going around.”

2. Announce: Communicate decision immediately:

   • Self-announce: “Helicopter 123 is going around”
   • Controlled field: “Tower, Helicopter 123 going around”
   • Passenger brief (if time): “We’re going around, normal procedure”

3. Increase Power: Smoothly increase collective to stop descent and establish climb, simultaneously:

   • Add left pedal to counteract torque increase
   • Adjust cyclic to maintain or establish proper climb attitude and airspeed
   • Monitor rotor RPM, adjust throttle as needed (or verify governor responding)

4. Establish Climb Attitude: Transition to appropriate climb profile based on conditions:

   • Normal operations: establish Vy climb (typically 50-60 KIAS depending on helicopter)
   • Obstacles ahead: consider vertical or maximum angle climb if power available
   • Limited power: maintain translational lift; shallow climb at Vy or acceleration toward Vy
   • Confined area: maintain sufficient altitude to clear obstacles, follow departure path briefed

5. Trim and Stabilize: Achieve stable climb:

   • Airspeed within ±5 knots target
   • Heading appropriate for obstacle clearance and traffic pattern (within ±10°)
   • Rotor RPM in green arc
   • Positive rate of climb established

6. Maneuver as Appropriate:

   • Return for another approach (if conditions corrected)
   • Enter traffic pattern for different approach
   • Depart area (if conditions unsuitable for any landing)
   • Communicate intentions: “Helicopter 123 will remain in the pattern for another approach to Runway 17”

7. Post-Go-Around Assessment:

   • Brief passengers if carried (commercial operations requirement)
   • Evaluate cause of go-around; decide if correctable
   • Consider alternate plans: different landing site, hold for weather improvement, divert

Procedure Variations by Approach Type:

From Steep Approach (confined area):

• Likely near maximum power; initiate go-around early (200+ feet)
• Maintain clearing turn if terrain requires; vertical climb impossible
• May need forward cyclic to gain airspeed and maintain rotor RPM before climbing
• Monitor torque carefully; avoid overtorque during transition

From Shallow/Normal Approach:

• More power margin available
• Establish standard climb quickly
• Consider traffic pattern re-entry

From Pinnacle/Ridgeline Approach:

• Avoid downwind turn into terrain
• May require level acceleration away from terrain before climbing
• Updrafts on windward side, downdrafts on lee side

From Running/Roll-On Landing:

• Already at higher airspeed; reduce power after touchdown
• If go-around before touchdown: maintain airspeed, climb immediately
• If go-around after touchdown: execute takeoff, not go-around (different procedure)

Importance of Timely Decisions:

Every second of delay costs altitude and options. Consider energy state:

• At 200 feet descending 500 fpm: 24 seconds to ground, ample time for correction
• At 50 feet descending 500 fpm: 6 seconds to ground, minimal time for correction
• Close to ground with low airspeed: insufficient altitude to accelerate, gain translational lift, climb

Professional pilots decide early. Student pilots often delay, hoping the approach will “work out.” Commercial training must break this tendency ruthlessly. Practice go-arounds at safe altitudes (200-300 feet) until decision becomes automatic when parameters deviate.

Commitment Point Concept: Some instructors teach “commitment altitude”—altitude below which go-around is not performed except for safety-of-flight reasons. This concept has merit for confined areas where go-around itself creates risk (obstacles in climb path). However, commercial pilots must balance two principles:

• Never continue an unstable approach hoping it improves
• Below certain altitude, landing may be safer than go-around (especially if reason is minor)

Personal example: Approaching maximum gross weight heliport on hot day with obstacles all sides. At 20 feet, passenger drops camera, leans forward to grab it. Minor distraction, but approach otherwise stable, power adequate, touchdown imminent. Continuing to land is likely safer than go-around considering energy state and obstacles. Contrasting scenario: Same approach at 100 feet, notice wind sock shows wind shift to tailwind (not forecast). Go around immediately—landing will require more power than available.

The difference: safety-of-flight issue (aircraft state, performance, environment) versus mission/passenger issue. Professional judgment distinguishes them.

Communication Standards: Commercial operations require professional communication:

• State intentions clearly, concisely
• Use standard phraseology: “going around” not “we’re not landing”
• Inform passengers when appropriate (Part 135 operations: “Ladies and gentlemen, we’ll be going around to ensure a safe landing”)
• Don’t explain or justify during maneuver execution—fly first, explain after stabilized

Risk Management During Go-Around:

Risk management considerations include:

• Obstacle clearance: know obstacles, plan climb path before approach begins
• Power management: monitor power margin throughout approach; anticipate power required during go-around
• Traffic awareness: maintain traffic scan during go-around; other aircraft may not expect missed approach
• Passenger/external load: brief passengers on possibility before approach; external loads affect performance and require special procedures
• Personal minimums: establish before flight, adhere during flight regardless of pressure
• Trim/control inputs: large or increasing control inputs suggest developing problem—don’t fixate on landing, recognize trend
• Fuel state: sufficient fuel for go-around, traffic pattern, and another approach? If not, divert before attempting landing
• Night/IMC considerations: go-around at night or in marginal VMC requires earlier decision; references deteriorate rapidly

Commercial Standards and Professional Approach

Commercial pilots operate under 14 CFR 61.133(a), holding commercial privileges. Though this lesson addresses VFR operations, commercial certificate implies:

• Higher standards of precision and consistency than private pilot
• Responsibility for passenger safety (14 CFR 135 if applicable)
• Expectation of professional decision-making over operational pressure
• Understanding that compensation requires higher standards

Go-around execution demonstrates these commercial standards. Private pilots go around when approaches become unsafe. Commercial pilots go around when approaches become unstabilized, before they become unsafe. This proactive mindset defines professionalism.

Schedule

Equipment

Required References:

• FAA-S-ACS-16, Commercial Pilot Helicopter Airman Certification Standards (current edition)
• FAA-H-8083-21B, Helicopter Flying Handbook
• FAA-H-8083-25B, Pilot’s Handbook of Aeronautical Knowledge (Chapter 11: Aviation Weather Theory, Chapter 12: Aviation Weather Services)
• Pilot’s Operating Handbook for training helicopter
• FAA-H-8083-9B, Aviation Instructor’s Handbook (for instructor reference)
• 14 CFR Part 61 (Subparts F and H: Commercial Pilot certification requirements)
• 14 CFR Part 91 (Operating rules, minimum altitudes, pilot authority)

Materials and Visual Aids:

• Whiteboard or tablet for approach profile diagrams with decision altitudes marked
• Sectional chart showing practice area terrain and obstacles
• Airport Facility Directory or Chart Supplement for local airport information
• Performance planning worksheet showing power available versus altitude/temperature
• Go-around decision flowchart (recognize→decide→announce→execute→assess)
• Video examples of proper and improper go-around execution (if available)
• Visual representation of wind gradient and atmospheric effects on approach/go-around

Aircraft and Equipment:

• Dual-control helicopter (R22, R44, Schweizer 300, Bell 206, or equivalent) with current airworthiness
• Adequate fuel for 1.5 hours flight time plus VFR reserves
• Intercom system for clear communication
• Foggles or view-limiting device (optional, for simulating visual reference loss)
• Kneeboard, pen, and student note-taking materials
• POH performance charts for current weight and density altitude conditions

Instructor Actions

1. Preflight Discussion and Scenario Setup: Begin by asking student to describe situations encountered during commercial training or private flying when go-around was considered or executed. Listen for decision-making quality, timeliness concerns, and situational awareness. Explain that commercial go-around training emphasizes recognition and decision-making as much as mechanical execution—professional pilots go around proactively, not reactively. State lesson objective clearly referencing ACS CH.V.G standards.

2. Ground Instruction on Decision Criteria: Present systematic decision-making model: Above 200 feet AGL ask “Are we stabilized?” (airspeed ±10 KIAS, descent rate appropriate, aligned with landing area, power margin adequate, no hazards). If no to any question, go around. Below 200 feet standards tighten further. Use whiteboard to draw approach profile with decision gates marked at 200’, 100’, 50’ showing decreasing options with altitude loss. Emphasize that commercial pilots establish personal minimums before flight and adhere to them regardless of operational pressure.

3. Atmospheric Effects Discussion with Performance Calculations: Work through density altitude calculation for current conditions using POH. If density altitude is 4,000 feet, show how power available decreased from sea level. Calculate approximate power required for hover at current weight, compare to maximum available, determine power margin. Explain: “This 15% margin at hover means during go-around, you can add collective confidently. If margin were 5%, go-around might require maintaining forward airspeed rather than hovering climb.” Discuss how wind shifts affect this calculation—10-knot headwind loss costs additional power.

4. Procedure Briefing with Communication Standards: Describe standard go-around sequence using verbal flow: “Recognize—Decide—Announce—Execute. First, you see the problem. Second, you decide ‘I’m going around,’ no hesitation. Third, you announce on radio and to me: ‘Going around.’ Fourth, you fly: power up smoothly, add left pedal, adjust cyclic for climb attitude, verify rotor RPM good, establish Vy climb.” Demonstrate proper radio call: “Greenville Tower, Helicopter 5679 Lima, going around runway 17, will remain in the pattern.” Have student practice this radio call on ground until natural and concise.

5. Obstacle Analysis and Departure Planning: Using sectional chart or airport diagram, identify obstacles around practice area and airport. Explain: “Before every approach, brief your go-around plan. From this confined area, if I go around, I’ll climb straight ahead to 500 feet then turn west to avoid those trees. Know this before starting approach.” Demonstrate obstacle analysis process: “50-foot trees east boundary, 100 feet from landing point. If I go around at 100 feet AGL, climbing 300 fpm, I’m passing through 200 feet AGL when I’m at tree location—50-foot clearance. Acceptable. But if I delay until 50 feet, I’m only climbing through 150 feet at trees—need faster climb rate or different path.”

6. Preflight and Aircraft Preparation: Conduct standard preflight inspection together, explaining you’ll demonstrate several go-arounds then have student practice. During preflight, verify flight controls full and free, engine and rotor systems normal, fuel adequate for extended pattern work (1.5 hours flight plus reserve). Calculate weight and balance; verify within limits. Calculate density altitude and review power margin discussion from ground briefing. Before engine start, brief: “We’ll go to [practice area], I’ll demonstrate go-arounds from three approach types with different scenarios, then you’ll practice with me calling situations and finally independently recognizing and deciding.”

7. Demonstration - Normal Approach Go-Around: Establish normal approach to suitable practice area (confined area, marked ground reference, or simulated landing zone). At approximately 200 feet AGL, state: “Notice I’m at 55 knots, descent rate 500 fpm, aligned with landing area, power at 18 inches. All parameters good. But watch—I’m going to simulate recognizing a hazard. Going around. [Announce on radio if applicable]. Adding power smoothly, left pedal, forward cyclic for Vy attitude, rotor RPM green, climbing 300 fpm, maintaining heading within 10 degrees.” Execute smooth go-around, narrating every action. Climb to safe altitude, clear area, and reset for second demonstration.

8. Demonstration - Steep Approach Go-Around with Power Consideration: Establish steep approach (approximately 15-degree angle). At 200 feet AGL note higher power requirement: “I’m using 24 inches manifold pressure on this steep approach at only 200 feet. That’s significant power. If I need to go around, I’ll smoothly add collective, but I’m already at 70% power, so margin is less. Watch: Going around. Power up to 27 inches, left pedal, forward cyclic—notice I’m not climbing steeply because power margin is limited. I’m establishing shallow climb at Vy, accepting slower climb rate to maintain airspeed and rotor RPM. This is proper technique when near maximum power.” Complete go-around, explaining throughout.

9. Demonstration - Go-Around with Simulated Distraction/Wind Shift: Establish normal approach. At 150 feet AGL, create distraction: “Let’s say a passenger asks you a question about the gauges” [point to instrument]. As student glances down, announce: “Now wind shifted—notice airspeed increased, we’re drifting right. Unstable approach. Going around.” Execute go-around promptly. After stabilized in climb, explain: “That scenario happens constantly in commercial operations. Passenger distraction, radio call, bird, something takes your attention. If approach becomes unstable, don’t try to save it. Go around, stabilize, try again. That’s professionalism.”

10. Transition to Student Practice with Coached Scenarios: Brief student: “Now you’ll fly approaches to the same area. I’ll call out scenarios as we descend—traffic appears, wind shifts, power concern, whatever. You decide whether to continue or go around, then execute. I’ll follow on controls, ready to intervene if needed, but this is your decision-making.” Position aircraft for first practice approach. Have student configure and begin approach. At 200 feet, call: “Wind sock shows tailwind now.” Observe student decision-making. If student continues inappropriately, state: “That’s a tailwind approach, we briefed headwind. What’s your decision?” If student still doesn’t go around, state firmly: “Go around. I have the controls.” Demonstrate again. If student correctly initiates go-around, provide positive feedback: “Good decision, early enough. Now execute the go-around—power, pedal, cyclic, announce.”

11. Coaching Through Student Go-Around Execution: As student adds power, monitor coordination: “More left pedal, you’re yawing right. Forward cyclic for Vy—that’s 55 knots for this helicopter. Good power application, smooth. Rotor RPM is staying in green, governor working. Announce on frequency.” Listen to student announcement. If unclear or unprofessional, critique immediately: “That works, but say it more concisely: ‘Helicopter [call sign], going around, remaining in pattern.’ Try again on next one.” Continue coaching through climb-out: “Good climb established. What’s your plan now?” Student should state intention to return for another approach or pattern entry. Provide guidance: “Correct. Climb to 500 feet, turn crosswind, we’ll set up for another practice approach.”

12. Progression Through Multiple Practice Approaches: Conduct series of 6-8 practice approaches with varying scenarios: simulated traffic conflicts, wind shifts, unstable airspeed, excessive descent rate, obstacle discovered, power concern (you retard throttle slightly to simulate), distraction, passenger emergency (simulated), mechanical issue (cover instrument briefly). Vary altitude at which you call scenario: some at 200 feet (ample decision time), some at 100 feet (testing promptness), some at 50 feet (testing decisiveness under pressure). Observe student recognition speed, decision quality, execution precision, and communication professionalism. Provide immediate feedback after each go-around: “Excellent decision and prompt execution. Airspeed stayed within 5 knots of Vy, heading varied only 5 degrees, professional radio call. That’s commercial standard.”

13. Confined Area Go-Around Practice: Transition to simulated confined area (tighter landing zone with obstacles). Brief: “Confined areas require earlier go-around decisions because climb options are limited. Decide by 200 feet whether approach is stable. Below that, commit to landing unless safety-of-flight issue.” Have student establish steep approach. At 180 feet, state: “You’re high on profile, approach angle is shallow.” Observe whether student recognizes and goes around early. If student delays past 150 feet, prompt: “Decision?” If student correctly goes around, praise: “Perfect. Early decision, proper for confined work.” Execute several confined approaches with emphasis on early decision-making and climb path planning. Remind student: “Before every confined approach, brief your go-around escape route. Which direction are the obstacles lowest?”

14. Pinnacle Approach Go-Around Practice: If terrain permits, practice go-arounds from pinnacle or ridgeline approaches. Brief unique considerations: “Pinnacle go-arounds often require level flight away from terrain before climbing. Don’t turn downwind into rising terrain. If we go around from this pinnacle, maintain level or slight descent away from ridge, gain airspeed, then climb once clear.” Demonstrate if needed, then have student practice. Call scenario: “Downdraft on lee side causing high descent rate.” Student should go around, maneuvering appropriately for terrain. Evaluate spatial awareness, terrain avoidance, and professional procedure execution.

15. Independent Recognition Evaluation Phase: Brief student: “Now I won’t tell you when to go around. You’ll fly approaches, and I’ll create situations—some requiring go-around, some not. You decide. This evaluates your decision-making.” Set up approach. Create subtle instability: allow approach to drift right, or let airspeed decay slightly without comment. Observe whether student recognizes and corrects or recognizes need for go-around. If student continues unstable approach without correcting, let it continue briefly (while maintaining safety), then ask: “Assess your approach.” If student still doesn’t recognize problem, state: “Airspeed is 10 knots low, descent rate is 700 fpm—both outside limits. Your decision?” Evaluate student’s recognition capability, not just execution. Commercial pilots must self-monitor, not rely on instructor cueing.

16. Evaluation Scenarios with Realism: Create realistic commercial scenarios: “You’re conducting a Part 135 tour flight with three passengers. You’re on approach to the scenic overlook helipad. At 100 feet, passenger in left front seat unbuckles to grab camera from back seat. What do you do?” Student should immediately recognize distraction and CG shift as reasons for go-around. If student hesitates, discuss: “In commercial operations, passenger actions can destabilize aircraft. Any unexpected movement during critical phase—go around, address issue, try again.” Practice several scenarios blending operational realism with technical go-around execution.

17. Communication and Passenger Management Discussion: After several go-arounds, pause at altitude and discuss passenger communication. Explain: “Commercial pilots must manage passenger expectations. Before approaches in challenging conditions, brief: ‘We’ll land if everything looks good, otherwise we’ll go around and try again or land elsewhere.’ After go-around, briefly explain: ‘Folks, we had a wind shift, so I’m going around to ensure a safe landing. We’ll try again momentarily.’ Keep it calm, professional, brief. Don’t over-explain or sound worried. You’re the professional, this is normal procedure.” Have student practice verbal passenger brief: “Ladies and gentlemen, we’re going around to ensure a safe landing, perfectly normal procedure. We’ll reposition for another approach.”

18. Performance Standards Reinforcement: Throughout practice, continuously reference ACS standards: “ACS requires heading within 10 degrees—you varied 15 degrees right there. Tighten that up. Airspeed within 10 knots—you were 12 knots slow during climb. Close, but not within standard. Let’s try again for commercial precision.” Hold student to commercial standards throughout. Private certificate tolerances were ±200 feet altitude, ±20 knots airspeed in maneuvers. Commercial tightens these. Go-around tolerances: heading ±10°, airspeed ±10 KIAS from Vy, initiate climb within 100 feet of decision altitude. Emphasize: “Commercial certificate means tighter standards. Sloppy execution isn’t acceptable when you’re carrying passengers for hire.”

19. Power Management and Engine Limitations Discussion: After series of go-arounds, discuss power management: “Every go-around is maximum performance maneuver—you’re adding significant power rapidly. Monitor torque, manifold pressure, or turbine temperature depending on helicopter. Stay within limits. In R44, don’t exceed 104% torque for more than 5 seconds. In Bell 206, don’t exceed TOT limits. Know your aircraft limitations and monitor closely during go-arounds.” Review POH limitations together. Ask student: “What’s maximum manifold pressure in this aircraft? What’s continuous maximum torque? What would you do if during go-around you needed more power than available?” Correct answer: “Maintain translational lift, shallow climb, possibly land straight ahead in different area if truly insufficient power to climb.”

20. Return to Airport and Pattern Go-Around: Return to airport, enter pattern for landing. Brief: “As we approach, I may call for go-around at any point. Be ready to execute from pattern landing approach same as practice area approaches.” Execute normal pattern approach. Evaluate student performance—stabilized approach, proper parameters. On short final (if student approach is good), state: “Hypothetical traffic on runway, go around.” Student should execute promptly from low altitude pattern approach. Evaluate radio communication professionalism with tower (if towered airport). After go-around, enter pattern, land normally. This demonstrates go-around applicability to all operations, not just practice area.

21. Post-Flight Debrief and ACS Review: After shutdown, debrief systematically. Review each knowledge element: “Describe three situations that would require go-around.” Listen to student response, ensuring comprehension. “Explain how density altitude affects go-around performance.” Verify student can articulate power margin concepts. Review risk management: “What risks existed during our confined area go-arounds?” Review skill performance: “Let’s look at your execution. First go-around, heading held within 5 degrees—excellent. Second go-around, airspeed varied to 12 knots slow—outside standard. What happened?” Discuss every go-around performed, identify patterns, and assign study/practice for next lesson.

22. Standards Assessment and Endorsement Planning: Evaluate student performance against ACS completion standards. Ask: “Do you feel confident recognizing unstabilized approaches and making timely go-around decisions?” If student expresses uncertainty, plan additional practice. If student demonstrates consistent proficiency, note in logbook and training record that CH.V.G standards have been met. Explain: “You’ve demonstrated commercial-level go-around decision-making and execution today. You recognized situations requiring go-around, explained atmospheric effects, executed timely decisions, and maintained commercial performance standards throughout. This task meets ACS requirements.” If student did not meet standards, identify specific deficiencies and plan remediation.

23. Assignment of Study and Practice: Assign reading: FAA-H-8083-21B Chapter 10 (Advanced Maneuvers) reviewing go-around procedures; review ACS CH.V.G standards; read 14 CFR 91.3 regarding pilot-in-command authority and 91.119 regarding minimum safe altitudes. Assign student to create personal go-around checklist card for kneeboard use. Encourage student to mentally practice go-around scenarios during solo flying: “As you approach to land during solo practice, randomly pick altitude—say 150 feet—and mentally execute go-around. Think through recognition, decision, announcement, execution. Mental practice builds habit patterns.”

Student Actions

1. Active Participation in Ground Briefing: Student listens attentively to preflight discussion, asks clarifying questions about decision criteria, atmospheric effects, and procedures. Student takes notes on personal minimums and decision altitudes for future reference. Student practices radio go-around announcements on ground until concise and professional: “Helicopter 5679 Lima, going around, remaining in pattern.”

2. Performance Calculations and Planning: Student calculates current density altitude using POH performance charts. Student determines power margin available at current weight, altitude, and temperature. Student identifies power required for hover, compares to maximum available, calculates percentage margin. Student predicts how wind shifts or atmospheric changes would affect power requirements during approach and go-around.

3. Preflight Inspection with Emphasis on Controls: Student conducts thorough preflight inspection, paying particular attention to flight control freedom of movement, rotor system condition, and engine/power system. Student verifies fuel sufficient for extended pattern work (1.5 hours plus reserves). Student calculates weight and balance, confirming aircraft within limits for practice operations. Student reviews POH limitations for power settings, rotor RPM, and operating parameters relevant to multiple go-arounds.

4. Observation During Instructor Demonstrations: Student observes instructor demonstrations closely, mentally practicing each step: recognition, decision, announcement, execution. Student notes instructor techniques: smooth power application, coordinated pedal input, proper cyclic adjustment for Vy, rotor RPM management. Student asks questions after demonstrations: “When you were near maximum power, why did you choose shallow climb versus steeper climb?” Student should internalize the teaching: “Professional pilots go around before approaches become unsafe, not after.”

5. Practice Approach Setup and Stabilization: Student establishes approaches to designated practice area, maintaining commercial precision standards: airspeed ±5 knots from target, descent rate appropriate (typically 300-500 fpm), alignment within ±10° of intended track. Student continuously monitors approach stability using systematic scan: airspeed—altitude—descent rate—landing area—power. Student verbalizes assessment: “75 knots, 300 feet AGL, 400 fpm descent, aligned, 20 inches power—approach stabilized.”

6. Decision-Making and Announcement: When instructor calls scenario or student recognizes instability, student makes definitive go-around decision immediately. Student verbalizes: “Going around” loudly and clearly to instructor. Student simultaneously announces on practice frequency (if applicable): “Helicopter [call sign], going around, [location].” Student does not hesitate, rationalize, or attempt to salvage unstable approach. Commercial decision-making means decisive action when parameters exceed limits.

7. Go-Around Execution with Precision: Student executes go-around procedure systematically: (1) Smoothly increase collective to stop descent and establish climb—student avoids abrupt power application that causes rotor RPM droop or torque spike. (2) Simultaneously add left pedal to counteract torque increase—student maintains heading within ±10° throughout maneuver. (3) Adjust cyclic forward to establish Vy attitude—student targets 55 knots (or appropriate Vy for aircraft type). (4) Verify rotor RPM in green arc—student monitors tachometer, adjusts throttle if needed or verifies governor responding. (5) Establish positive climb rate—student achieves 200-500 fpm climb depending on density altitude and power available.

8. Climb-Out and Maneuvering: Student maintains Vy airspeed ±10 knots, heading ±10° (or appropriate heading for obstacle clearance and traffic pattern). Student climbs to appropriate altitude (500 feet AGL minimum unless obstacles require higher). Student remains vigilant for traffic and obstacles, dividing attention between aircraft control and outside visual scan. Student plans next action: pattern reentry, repositioning for another approach, or departure from area.

9. Self-Assessment and Correction: After each go-around, student self-assesses performance: “My heading varied 8 degrees right—within standard but I can do better. Airspeed dropped to 12 knots below Vy—outside ±10 knots tolerance. Next time I’ll add more power initially and adjust cyclic more promptly.” Student identifies errors independently rather than waiting for instructor critique. This self-assessment develops professional self-monitoring capability required for commercial operations.

10. Progressive Scenario Response: As instructor presents more complex scenarios (distractions, passenger issues, wind shifts, power concerns), student demonstrates improved recognition speed and decision quality. Student recognizes patterns: “Passenger distraction at low altitude = go around immediately, address after stabilized.” Student prioritizes: “Fly the aircraft first, communication second, passenger explanation third.” Student applies commercial judgment: minor cosmetic issue versus safety-of-flight issue—different responses.

11. Confined Area Decision-Making: During confined area practice, student makes earlier go-around decisions recognizing limited escape options. Student briefs go-around plan before each approach: “If I go around, I’ll climb straight ahead to clear those trees, then turn southwest toward lower terrain.” Student executes confined go-arounds with heightened awareness of obstacle clearance and escape route planning.

12. Independent Recognition and Execution: During evaluation phase without instructor cueing, student independently monitors approach stability using systematic scan. Student recognizes deviations: “Airspeed decaying, descent rate increasing—approach becoming unstable.” Student decides to go around without prompting. Student executes with commercial precision: proper power application, coordinated pedal, appropriate climb attitude, professional communication. Student demonstrates ability to function as pilot-in-command making safety decisions without external cueing—critical commercial pilot skill.

13. Communication Professionalism: Student practices professional radio communication throughout lesson. Student uses standard phraseology, speaks clearly and concisely, maintains calm professional tone regardless of workload or stress. Student demonstrates passenger management communication skills: briefing passengers before approaches in challenging conditions, explaining go-around decisions briefly and calmly after execution, maintaining confident professional demeanor that reassures passengers.

14. Power and Systems Management: Throughout go-arounds, student monitors engine instruments: manifold pressure (piston) or torque/temperature (turbine), rotor RPM, engine RPM, oil pressure/temperature. Student recognizes approaching limits and adjusts technique: “At 28 inches manifold pressure, near maximum. Can’t add much more collective. I’ll maintain shallow climb at Vy.” Student demonstrates systems knowledge and management appropriate to commercial pilot certificate.

15. Post-Flight Reflection and Planning: After flight, student participates actively in debrief. Student describes decision-making process: “On approach three, I noticed airspeed 10 knots low at 150 feet. I immediately decided to go around because below 200 feet, unstable approach requires go-around. I executed and maintained heading within 8 degrees, airspeed came back to Vy within 5 knots.” Student identifies areas for improvement: “I need to be smoother on collective application. Twice I added power too abruptly and rotor RPM drooped slightly.” Student asks questions about scenarios or situations not fully understood. Student reviews ACS standards and self-assesses readiness for checkride performance of this task.

16. Study and Mental Practice Assignment Completion: After lesson, student completes assigned reading from FAA-H-8083-21B and reviews 14 CFR 91.3 and 91.119. Student creates personal go-around decision card listing: decision altitudes (200’/100’/50’ gates), procedures (recognize-decide-announce-execute), performance targets (Vy, heading ±10°, climb rate), and radio phraseology. Student mentally practices go-around scenarios, visualizing recognition and execution. During subsequent solo practice, student randomly selects altitude during approaches and mentally executes go-around procedure, building habit pattern for prompt decision-making.

Completion Standards

The lesson is complete when the student demonstrates comprehensive understanding and proficient execution of go-around procedures meeting all requirements of ACS CH.V.G. Specifically, the student must:

Knowledge Standards (Oral or Written Assessment):

1. Identify and explain at minimum five different situations requiring go-around decisions including: unstable approach parameters (airspeed, descent rate, alignment), unexpected obstacles or traffic in landing area, insufficient power margin, environmental deterioration (visibility loss, wind shifts, turbulence), distractions or human factors affecting safety, mechanical anomalies or warning indications. Student must demonstrate understanding that commercial operations require proactive go-around decisions when approaches become unstabilized, not reactive decisions after approaches become unsafe. (ACS CH.V.G.K1)

2. Explain effects of atmospheric conditions on go-around performance including: density altitude impact on power available (approximately 3% loss per 1,000 feet density altitude increase), effect of wind shifts between approach and climb-out phases (headwind becoming tailwind, crosswind requiring drift correction), turbulence effects on aircraft control and performance, wind gradient and shear considerations, precipitation or moisture loading effects on rotor efficiency. Student must calculate power margin for current conditions and predict go-around performance capabilities (vertical climb possible versus translational climb required). (ACS CH.V.G.K2)

3. Describe complete go-around procedures for multiple approach types (normal, steep, confined, pinnacle) including: recognition of need for go-around, immediate decision-making without hesitation, prompt announcement on appropriate frequency and to passengers if applicable, systematic execution (power increase, pedal coordination, cyclic adjustment for climb attitude, rotor RPM verification), establishment of Vy climb maintaining airspeed ±10 KIAS and heading ±10° while clearing obstacles, replanning and communication of intentions. Student must articulate importance of timely decisions, explaining how delay reduces options and increases risk geometrically. Student must explain decision altitude concepts: 200 feet as stabilization gate for normal operations, 100 feet for confined areas, recognition that below 50 feet options become severely limited. (ACS CH.V.G.K3)

4. Demonstrate knowledge of applicable regulations: 14 CFR 91.3 (pilot-in-command authority and responsibility to make go-around decisions regardless of operational pressure), 14 CFR 91.119 (minimum safe altitudes must be maintained during go-around maneuvering), 14 CFR 61.133 (commercial pilot privileges and implied higher standards of performance and judgment). Student must articulate that commercial certificate requires professional decision-making and passenger safety prioritization.

Risk Management Standards (Scenario-Based Assessment):

Student must identify, assess, and mitigate risks associated with go-around operations including:

• Obstacle clearance planning: student must brief go-around escape route before every approach, identifying obstacles and planning climb path that maintains safe clearances (minimum 500 feet AGL over congested areas per 14 CFR 91.119, or appropriate margins for operating conditions)

• Power margin assessment: student must calculate power required versus available before approaches, recognize when near maximum power (requiring shallow climb go-around versus vertical climb), understand fuel state affects power available

• Decision-making timeliness: student must establish and adhere to personal minimums for stabilized approaches (200-foot gate for normal, 100-foot gate for confined), recognize that operational pressure (schedule, passengers, weather deteriorating) creates bias toward continuing unstable approaches, commit to going around when parameters exceed limits regardless of external pressure

• Communication and coordination: student must announce go-around intentions promptly on appropriate frequency, brief passengers when applicable (Part 135 operations context), remain aware of traffic during go-around execution

• Control coordination: student must demonstrate understanding that abrupt power application during go-around can cause rotor RPM decay, torque spikes, or yaw deviations; smooth progressive collective increase with coordinated pedal maintains control margins

• Environmental hazards: student must recognize when atmospheric conditions (turbulence, wind shear, visibility deterioration) degrade go-around safety, plan accordingly (earlier decision, alternate landing site)

• Night and marginal VFR considerations: student must acknowledge (even if lesson conducted in day VMC) that go-around decisions must be made earlier at night or in marginal visibility because visual reference deterioration is more rapid

Student demonstrates risk management by making consistent, professional go-around decisions during independent evaluation scenarios without instructor cueing, showing internalization of decision-making process and prioritization of safety over mission completion pressure.

Skill Standards (Demonstrated in Flight):

Student must demonstrate ability to recognize need for go-around and execute proper procedure maintaining:

1. Recognition and Decision: Student independently recognizes unstable approach conditions or hazards requiring go-around during evaluation scenarios. Student makes go-around decision at appropriate altitude (200 feet AGL or above for normal approaches, 100 feet or above for confined approaches, immediately upon recognition below these altitudes if safety-of-flight issue arises). Student does not hesitate or attempt to salvage unstable approaches. Decision-making demonstrates commercial pilot judgment—proactive safety decisions rather than reactive emergency responses.

2. Announcement and Communication: Student announces go-around decision immediately using standard phraseology: “Helicopter [call sign], going around, [location or intention]” on appropriate frequency. Communication is clear, concise, professional. If simulated passenger operations, student briefs passengers calmly and professionally: “We’re going around to ensure a safe landing, normal procedure.” Student maintains aircraft control while communicating—does not fixate on radio or passengers to detriment of flight safety.

3. Power Application: Student smoothly increases collective to arrest descent and establish climb. Power application is progressive, not abrupt, avoiding rotor RPM decay or torque spikes. Student adds sufficient power to establish positive rate of climb (minimum 200 fpm, greater if power available and obstacles require). Student monitors engine instruments (manifold pressure, torque, or turbine temperature as applicable) ensuring all parameters remain within POH limitations.

4. Directional Control: Student coordinates left pedal input with collective increase to counteract torque, maintaining heading within ±10° of desired heading throughout go-around. Student adjusts pedals smoothly and appropriately for power changes. Student maintains heading appropriate for obstacle clearance and traffic pattern—does not fixate on original landing area heading if different heading provides better clearance or pattern entry.

5. Climb Attitude and Airspeed: Student adjusts cyclic to establish attitude for Vy climb. Student achieves and maintains Vy ±10 KIAS (typically 50-60 KIAS depending on helicopter type and weight). Student recognizes when power limited conditions require maintaining translational lift rather than attempting vertical climb—adjusts technique accordingly maintaining forward airspeed and shallow climb rather than attempting steep climb that would decay rotor RPM or airspeed.

6. Rotor RPM Management: Student maintains rotor RPM in green arc throughout go-around (typically 97-102% for most helicopters). Student monitors tachometer continuously, adjusts throttle manually if required or verifies governor responding properly to collective changes. Student recognizes incipient RPM decay (during rapid collective increase) and responds immediately with throttle or collective adjustment before RPM reaches yellow arc.

7. Climb Performance: Student establishes positive rate of climb initiating within 100 feet of decision altitude (does not lose significant altitude before climb commences). Student maintains climb until reaching safe altitude for area (minimum 500 feet AGL, higher if obstacles require). Student achieves climb rate appropriate to conditions: 300-500 fpm or greater if power available; accepts reduced climb rate if density altitude limits performance but maintains positive climb and safe airspeed.

8. Obstacle Clearance: Student maintains awareness of obstacles throughout go-around. Student follows pre-briefed escape route from confined areas. Student demonstrates situational awareness of terrain, structures, wires, and other hazards. Student maintains safe clearance from all obstacles per 14 CFR 91.119 or greater margins when operating near maximum performance limits.

9. Traffic Awareness: Student maintains visual scan for traffic during go-around execution. Student divides attention appropriately between aircraft control (primary) and traffic avoidance (continuous). Student adjusts flight path if necessary to maintain separation from other aircraft. Student communicates position and intentions clearly to maintain traffic flow at controlled or non-towered airports.

10. Procedure Completion and Replanning: After establishing stabilized climb, student communicates intentions: reenter pattern for another approach, maneuver for different approach, or depart area. Student demonstrates sound judgment regarding next action based on cause of go-around. If condition correctable (temporary distraction), student repositions for another attempt. If condition not correctable (wind shift, insufficient power margin, deteriorating weather), student diverts or selects alternate landing area. Student does not repeatedly attempt approaches when conditions make successful landing unlikely—demonstrates professional judgment to divert when appropriate.

Overall Performance Standard:

Student must perform go-arounds consistently meeting all parameters above on at least 4 of 5 attempts during independent evaluation phase (without instructor cueing). Student must demonstrate:

• Decision-making consistent with commercial pilot standards—recognizing unstable conditions and deciding to go around at appropriate decision altitudes
• Execution precision maintaining heading ±10°, airspeed within ±10 KIAS of Vy, rotor RPM in green arc, positive climb established within 100 feet of decision altitude
• Professional communication using standard phraseology and appropriate passenger briefings
• Risk management throughout: obstacle awareness, power margin management, traffic awareness, personal minimums adherence
• Sound judgment in post-go-around planning: appropriate decisions regarding pattern reentry, repositioning, or diversion based on conditions

Any of the following constitutes unsatisfactory performance requiring additional instruction:

• Failure to recognize obviously unstable approach or hazardous condition requiring go-around
• Delay in go-around decision resulting in loss of more than 100 feet altitude after recognition or below established decision altitude
• Heading deviation exceeding ±10° during climb-out
• Airspeed deviation exceeding ±10 KIAS from Vy during climb (unless power-limited and maintaining translational lift appropriately)
• Rotor RPM decay into yellow arc or exceeding redline during go-around execution
• Failure to establish positive rate of climb within 100 feet of decision altitude
• Inadequate obstacle clearance or infringement of 14 CFR 91.119 minimum altitudes
• Unprofessional or unclear communication
• Repeated attempts at approach when conditions clearly unsuitable for successful landing, indicating poor judgment
• Exceeding engine or rotor limitations (torque, manifold pressure, TOT, rotor RPM) during go-around

Upon meeting these completion standards, the instructor will endorse the student’s logbook and training records indicating satisfactory completion of ACS task CH.V.G (Go-Around), certifying the student demonstrates knowledge, risk management, and skill appropriate to commercial pilot certificate privileges and responsibilities per 14 CFR 61.133 and can execute go-around procedures meeting FAA-S-ACS-16 Commercial Pilot Helicopter Airman Certification Standards.