An awkward thing about teaching, which can be confusing for the student, is that we often have to emphasize, even exaggerate, to indoctrinate a point. We start a student out with Dutch Rolls to teach coordination. Nothing teaches coordination and adverse yaw management more than Dutch Rolls. We may even exaggerate Dutch Rolls to 45 degree banks to show that modern airplanes, save the most modern Ercoupe, also have severe adverse yaw problems in steep turns.

And then we start landing practice. Now were teaching, even exaggerating the need to be very uncoordinated. Longitudinal alignment, with rudder only, must be separated from crosswind drift management, with aileron only. We are now teaching, even exaggerating, cross controlled non-coordinated flight.

I don't agree with integration of contact and instrument flight skills and techniques. This idea, along with Practical Test Standards that semi-codified 1.3 Vso approach speed, came about early in the last quarter of last century. IMHO (I finally figured out what you guys mean with those letters) the combination of these two ideas has resulted in average time to solo going extremely long and average time to finish PPL going extremely long.

Because of all of the above, I have taught contact flying techniques only until solo. This resulted in early solos, which contributed to student confidence. By getting the takeoff and landing practice started early, I was able to integrate coordinated and uncoordinated flight techniques. I felt this was helpful.

Contactflying - Are you Jim Dulin?? If so, I have your book "Contact Flying," and I agree with your views. It's a good book. I recommend it to local instructors around here. John

John,
Guilty!