Many learners (and even some experienced pilots) believe: “cross-controlled flight is inherently dangerous.” As a result, these pilots do not use their rudder effectively in flight. The “slip to land” task in the ACS is 
regarded by many pilot applicants as a mysterious lapse in safety on the part of the FAA. They fly glassy-eyed and simultaneously intone: “we are cross-controlled, and going to die” when flying this maneuver down to the runway. Inevitably, it is flown so fast and timidly, that it is of no use at all. And most applicants do not understand why a slip is both safe and useful while a skid is inherently dangerous (they get it half right). An advanced concept like “cross-coordinated” is truly a “bridge too far” – but we will get to that later. Here is the basic “cross-controlled starter kit.”
Why a Slip is Safe?
A skidding turn has an excess rate of turn for the amount of bank applied. We skid any time we create a turn with the rudder (or apply too much rudder in the direction of the turn). This is dangerous because both bank (vectored lift?) and yaw are acting together – in the direction of the turn. If we were to stall in this configuration, this combination of forces could easily lead to a spin. The slower wing (higher AOA) is on the bottom too, so less time to react.
Unfortunately, the “feel” of a skid is “comfortable” to most people from driving automobiles.”Cornering flat” on the road is well-ingrained and familiar. By contrast, most new learners initially dislike the “feel” of a slip. When you find a pilot that can really slip well, you usually have found a “good stick!”
The slip has too little rate of turn (yaw) for a specific bank angle. Here the force of lift and yaw are acting in opposition (step on the high wing and yaw away from the turn). A power-off stall in a full slip is actually a non-event. This is a powerful demonstration for a prepared learner when conducted at a safe altitude. This demonstration creates cognitive dissonance which inspires deep learning: “We are fully ‘cross-controlled’ and stalling, what is going to happen?” Although obviously inappropriate for an unprepared (still fearful) learner, this maneuver at the right time, can be a life-changing learning opportunity. Just remember to recover the slipping stall with pitch down (unload) only. Adding power in this configuration energizes that rudder (providing relative wind over the tail) and can create an exciting “over the top”spin.
So What is “Cross-Coordinated?”
“Cross-coordinated“ describes when the ailerons and rudder are applied against each other – in opposition – to create coordinated (more efficient) flight. For advanced pilots, visualize the last half of a right chandelle: the right rudder is almost to the floor and the ailerons are dramatically opposite to roll the wings level. Your plane is coordinated, close to a stall, and the controls are almost totally in opposition. (Demonstrating that power-off slipping stall would be a good prelude to this chandelle to create confidence and understanding).
Every take-off, performed correctly, requires “cross-coordination.” The right rudder pressure applied to counter the yaw from P-factor and slipstream requires left aileron to keep the wings level “cross-coordinated!” Remember, every aileron or rudder application has a secondary effect (in this case “proverse” roll).
For most pilots, a CFI has to carefully explain these forces and “give permission” to “cross the controls,” otherwise the plane will be climbing sideways. Watch carefully as you “tune” the plane to level the wings and coordinate -enjoy that increased rate of climb that comes with reduced drag. This benefit is especially noticeable in less powerful prop planes.
In the pattern, every left climbing turn will require right rudder (against the turn) or the plane is skidding (the way many people fly a left pattern). The right-hand climbing turn requires “bottom” rudder and opposite aileron (or it’s slipping). Notice the application of control pressures is not symmetrical climbing left and right. This confuses early learners. It is essential to explain this immediately or learners will be confused (and may also be unsafe for the rest of their flying career). And a simple flight test cannot fix this kind of ignorance; DPEs are merely gatekeepers, the CFI is the “influencer.”
The young lady here had over 80 hours in training and was quite happy demonstrating a beautiful “skid to final” on a flight test. Despite her poor instruction, I was also sure she would be a pilot – with another hour of training (and another 8710) – despite her confusion. Even more remarkable was a new CFI, who graduated from a large university flight program. He demonstrated a full “skid to land” for me – believing the whole time he was slipping – stuff happens! This subject will be the focus of our August 11th SAFE Webinar. As dedicated CFIs (and passionate pilots) we certainly have our work cut out for us. Fly safely out there (and often)
Airventure (OSH)24 has been added to our “SAFE Toolkit” App (free download). This App has directions to all our events and provides push notifications of all SAFE events at the show -“allow notifications!” Additionally, the toolkit is chock full of CFI resources and helpful hints for applicants in the “Checkride-Ready™” tab (DPE best advice for flight test success).
Register and attend our August 11th Webinar on “Learning Rudder and Cross-Coordination.” See “Teaching Rudder.” and “Cross-Coordinated.“
For my primary students I teach what I call “reverse coordination”. It is to learn the amount opposite rudder needed with aileron to put the airplane into a slip with no change in flight path. We fly about 10′ above the runway maintaining runway centerline while engaging in “reverse coordination”. The nose will alternate left and right of the centerline with the aircraft in an opposite bank, but the flight path must remain on the centerline. Pretty soon the student gets just how much “opposite” rudder is needed. After that, crosswind landings are a non-event to teach.
I also make them practice slipping turns with full bottom-rudder deflection, controlling rate-of-turn with aileron.
The really interesting thing is that my students regularly ask if they can repeat this lesson. Seems they think it is fun. It sure does hone their crosswind skills and it sets them up for a tailwheel transition.
I am surprised at your assertion that there are people out there who do not really know how to coordinate an airplane when compensating for p-factor … or anything else for that matter. Oh, I certainly believe that you have seen and dealt with that, but it is just that it is so BASIC to flight that I cannot imagine it has not been taught. This is what the first several lessons should be all about. Since everything has to be built on basic aircraft control this needs to be mastered before progressing to ANYTHING else.
Most people that teach motivated learners, who love aviation, are surprised at the amazingly low quality of what we see at these “professional academies.” Many of these new pilots have signed on for the glamor (and $$$) and really do not have a passion for aviation. They have no motivation for mastering flight, learning thoroughly and continually pursuing excellence. Unfortunately, many modern “aviators” are just “lifestyle learners” interested only in the minimum level of accomplishment that will get them in the seat.
“I am surprised at your assertion that there are people out there who do not really know how to coordinate an airplane when compensating for p-factor ”
I don’t know why you would be confused by this.
The truth is that there are a great many pilots flying out there who have not been taught properly about left turning forces. (Griffon Spitfire pilots and some others who live in the reverse torque world will please excuse me I’m sure 🙂
Actually…….the term P Factor seems to carry a degree of magical powder with it that when spread over some pilots automatically ingrains into their brains a certain misunderstanding that attributes almost the entire blame for left turning forces to P Factor. The term gets mentioned WAY to often when pilots gather around the campfire to tell old war stories as the incorrect cause for another force in play.
The first rule I instill into a new CFI is to “assume NOTHING has been taught correctly by another flight instructor.
This doesn’t mean that all instructors are flawed. It DOES mean that instructors should ascertain that instruction given by another CFI should be “suspect” until proven to be otherwise.
Dudley Henriques
I considered just using the term “left turning tendencies” since there is a continual debate about what causes this. Ultimately I am not sure it matters…just fix it! Gravity works 24/7/365 and it could be caused by molten lava at the earth’s core or ionized gas…we still have to deal with it daily or suffer cruel consequences.
My reply above was aimed at Brian’s “surprise” at what David had said and not about David’s post. What David has said is correct.
My main point was that all to many pilots attribute incorrectly to P factor what should be correctly attributed to other forces.