THIS IS MEANT AS A ROUGH OVERVIEW OF WHAT IS COVERED DURING THE TRAINING DAYS. THE COURSE IS USUALLY SPREAD OUT OVER SEVERAL WEEKS  (YOU WILL USUALLY SPEND MORE THAN ONE DAY ON CERTAIN EXCERSISES) AND INVOLVES SOME HOMEWORK AND EXCERSISES FOR YOU TO PRACTICE AT A FIELD NEAR YOU WITH THE RIGHT CONDITIONS. IT MAKES MUCH MORE SENSE FOR YOU TO GO OUT FOR AN HOUR OR TWO WHEN THE WIND IS PERFECT VS. COMITTING TO A DRIVE OUT TO OUR TRAINING FIELD TO SPEND THE DAY WITH WHATEVER CONDITIONS WE MIGHT HAVE THAT DAY.

Day 1: 

Introduction to equipment, terminology, and safety procedures including preflight. Hands on forward inflation techniques (or reverse inflations, depending on wind strength), using toggles to steer and flare to prepare for actual flight. Develop proper timing for releasing A risers. Discuss ground speed/airspeed/wind speed.  Weather observations as they affect current flight possibilities. Develop relationship between instructor/student and get the student used to responding to verbal communications. Possible low flights depending on student aptitude and conditions.

Day 2: 

Review of safety procedures and more wing handling. Discuss current weather observations with  student participation in short term forecasting. Discuss glider speeds (trim, best glide, minimum sink, flare) and the importance of having a flight plan. Before the first flight, it is imperative that the student understands that strong control inputs can cause oscillations, and could cause a stall or spin (discuss angle of attack).  Using radio control, do some short low-level flights depending on student aptitude. Constantly assess conditions and break when conditions become inappropriate for beginners (good time for discussion of thermals and wind strength including how wind affects our glide).  If not too windy, practice reverse inflation techniques.

Day 3:

Simulator training covering: surge control, oscillations, getting  in and out of the harness seat, proper flare timing, etc. Have student give analysis of current conditions, discuss flight plan, then more flights at a higher altitude with emphasis on smooth control inputs and flare timing, some turning, ending with a safety review. (Debriefing every flight is a good practice).  Use down time to discuss weather in more detail, prepare for exam, discuss landing approaches including S-turns, figure 8’s and 360 degree turns, air traffic, right of way rules, rotor etc.

Day 4:

Student demonstrates how to slow and speed up the glider smoothly. The student explains how to control direction and correct for an asymmetric wing fold of less than 25% and how to avoid a stall or spin. Proper PLF  technique can be practiced, but be aware that this can injure the student and possibly postpone his/her training. The student now continues adding flights to the log book, each time demonstrating skills learned over the course. (See Novice Rating Requirements). More flights demonstrating control of the glider with weight shift, rear risers turns and exhibiting the ability to use big ears (with appropriate altitude). Understands that rear risers can be used to flare if the control toggles are disabled for any reason.

Day 5:

Continued  flights until the number of USHPA/ USPPA flights and flying days are satisfied, and until student exhibits proper skills to qualify for P2 or PPG2 rating. Consult Novice requirements and work on completing these tasks. Student must pass USHPA/ USPPA Novice Paragliding written exam. The student will deliver a signed copy of the USHPA assumption of risk waiver and rating form to the USHPA office and agree to all terms and operating limitations therein. Then graduation culminating in the student buying the instructor a beer or beers in a local venue.
 

I. Objective

II. Equipment
harness, helmet
glider construction
airworthiness/certification
maintenance
pre-flight

III. Beginning skills 
developing habits (hooking in, etc.)
forward launch
kiting launch
trim, best glide, minimum sink, flare
crosswind (launching, landing, crabbing)
safety
flying the canopy        

IV. Aerodynamics
L/D
soaring
angle of attack
stall and spin

V. Wind and weather
ambient
air density                                                                                                   
rising air (dewpoint)                                                                   
frontal systems                                                                                     
pressure                                                                                           
anabatic/catabatic                                                                 
wind gradient/venturi/rotor
clouds and what they represent

VI. Landing approaches
View LZ/windsocks/smoke
points of reference (trees, etc)
aircraft approach/standard approach
S-turns, figure 8’s, 360’s
ground speed/wind speed/airspeed
head wind
upwind/downwind/crosswind
circling turns in wind (drift)
air traffic/observe previous landings
flight plan                                                                                  

VII. Flying skills
asymmetric – control
active flying – surge control, proper brake pressure
big ears, b-stalls, spirals
thermalling – ridge lift
ridge rules
landing etiquette
flying with faster aircraft

FAR’s                              

The training can (and probably will) deviate from the daily syllabus given here based on weather conditions and students progress and is meant as a guideline.