Flight simulation training device
An FSTD is a synthetic training device that presents a full-scale flight deck or instrument environment with the equipment and programmes needed to represent the aeroplane in ground and flight conditions. ICAO uses FSTD as the umbrella term; flight training device or synthetic training device (STD) are common shop-floor synonyms. Motion and visual systems are not required for the floor definition; they define higher-fidelity classes.
Floor definition (operational test)
- Full-scale replica of instruments, flight-deck area, or enclosed cockpit (not a schematic screen alone for this category).
- Equipment and programmes that represent the aeroplane in ground and flight conditions (responsive systems, not a static mock-up).
- Motion and visual optional at the floor; they are properties of higher levels and full-flight simulator types.
Device continuum
Authorities define progressive device levels (commonly Levels 3–7 in instructor material) plus letter classes for full-flight simulators (FFS) (A–D). Together they form a continuum of simulation media. Roughly:
| Band | Typical use |
|---|---|
| Lower levels (e.g. procedures trainers) | Systems and procedural familiarisation; limited or no free flight |
| Mid levels | Systems management; limited handling |
| High fixed-base (e.g. Level 7) | Near full-flight systems fidelity without motion/visual; upgradable |
| Full flight simulator (FFS) Types A–D | Handling credit and type-rating class work; Type D is the usual high end |
Advanced Qualification Programme (AQP) and similar frameworks ration training credit by device capability. EBT modules assume a qualified FSTD for the three-year recurrent cycle. Cross-walk local device levels with ICAO Doc 9625 device types when arguing credit; do not invent credit from brand names.
Why the device matters for EBT and LOFT
- Evaluation and scenario phases need line-oriented, real-time flight so TEM and crew roles are observable.
- Manoeuvres training deliberately breaks real-time LOFT style: reposition, coach, practice psychomotor items efficiently.
- Instructor operator station (IOS) is part of the training system: freeze, reposition, malfunctions, weather, and role-play of ATC/cabin/company.
- Advantages: repeatable scenarios, risk-free failure, standardisation, data collection, video for debrief.
- Limits: imperfect motion/visual cues, trainee stress from being observed, possible negative transfer if procedures or cues diverge from the line aircraft, unserviceability contingency planning.
Worked example: objective → minimum device
Match the training objective, not the session title or room booking, to the lowest device that can carry the required fidelity and regulatory credit.
| Training objective | Minimum device | Instructor decision |
|---|---|---|
| Rejected take-off (RTO) practice to be proficient: handling under vestibular and temporal cues the line presents | Type C or D FFS with motion when handling credit requires those cues (train-the-trainer (TTT) 9.4: motion fidelity correlates with training effectiveness for selected low-altitude handling tasks) | Level 7 fixed-base may support procedure familiarisation; TTT 9.4 warns fixed-base trainees calibrate to visual-only response; do not treat that session as line-equivalent RTO proficiency |
| Line-oriented EVAL: observe TEM, PF/PM roles, and competency OBs across a full sector without instructor corruption of workload | Qualified FFS per the EBT module; conduct as real-time LOFT | Comparability and observable crew behaviour require the full device and no freeze/slew during evaluation; procedural drills belong in MT or a lower device |
Negative transfer: fixed-base cue mismatch
TTT Ch 9.4 names the mechanism without requiring a separate device taxonomy lecture: without motion cues, the trainee does not feel pitch and roll responses the way they do in the aircraft. The same control input that feels comfortable in the airplane can feel over-controlled in the fixed-base device because the trainee calibrates to visual response without vestibular feedback.
Transfer risk runs both ways:
- Fixed-base first → aircraft or motion FFS: trainees may under-control on first transfer, having tuned inputs to the visual-only response (TTT 9.4).
- Procedures or cues trained on a device that diverges from the line aircraft: 9.4 Types of Simulators includes negative transfer when procedures or cues differ from the line aircraft. The fix is design-side: match device capability to the objective; do not claim handling or proficiency credit the device cannot support.
Instructor move from the source: brief the perceived-sensitivity difference before the first fixed-base session. Watch for it on first transfer to motion-equipped devices. If motion is unavailable for a psychomotor objective, downgrade to MT walk-through rather than imply line-equivalent proficiency.
IOS misuse
IOS proficiency is a separate skill: initialise before the crew boards, pre-select malfunctions and weather from the lesson plan, intervene through natural breaks where possible, and clarify immediately when an IOS input causes an unwanted failure. Setup minutes stolen from the trainee are not recovered in debrief.
Decision logic: objective before device
Work the choice in order. Device booking follows the objective; it does not define it.
| Question | If yes → | If no → |
|---|---|---|
| Does the objective need vestibular or temporal fidelity (RTO, windshear, manual landing credit)? | FFS with motion; do not substitute fixed-base for proficiency | Lower device may suffice for procedural or systems objectives |
| Is the phase EVAL or line-oriented SBT? | Real time; treat as the aeroplane; malfunctions/weather per lesson plan only | MT may use freeze, reposition, and coaching |
| Can the trainee meet the Operations Manual Part D (OM-D) proficiency target on this device today? | Proceed; document | Modify pacing, defer item, or change device; do not pretend credit |
| Is the device degraded below SCIG or lesson-plan requirements? | Apply degraded table below; consult MFT if discretionary | Full session as planned |
Degraded FSTD: what survives, what moves
When a component is inoperative, consult the Simulator Component Inoperative Guide (SCIG): M (mandatory: session not authorised for that training/check type) or I (instructor discretion: proceed only if the defect is irrelevant to today's lesson plan). Do not expect crews to "cope" with defects beyond limits.
| Degradation | Objectives that may survive | Must move, downgrade, or terminate |
|---|---|---|
| Motion inoperative | Procedural LOFT; systems management; CRM scenarios where cue is panel-centric; MT items with freeze/reposition | RTO/windshear/low-altitude handling to proficiency; any item where SCIG marks motion M |
| Visual inoperative or degraded | Panel-led abnormal drills; communications practice; MT coaching | LVPs, low-visibility approaches, visual segment tasks, circling |
| Specific panel / system inop (SCIG M) | Only items SCIG explicitly allows for that defect class | Entire lesson plan if mandatory element is on the plan; defer and document |
| Specific panel / system inop (SCIG I) | Objectives with no dependency on the failed cue | Any exercise where the defect changes procedure, scan, or cue; reschedule |
| Genuine device fault; instructor cannot diagnose | Pause; brief crew honestly; protect trust | Continue as if fully qualified; blame the crew for "simulator behaviour" |
| Instructor-induced IOS failure unexplained | Clarify immediately; reset if needed | Leave the crew carrying a false mental model into the next event |
Instructor use
- Match training objective to the lowest device that can carry the required fidelity and credit; do not burn FFS time on pure procedures work that a lower device can take.
- In LOFT / EBT evaluation, preserve real time; avoid freeze and slew that corrupt workload data.
- In manoeuvres training, use freeze and reposition deliberately; coach actively.
- Treat IOS discipline and safety features (motion emergency stops, access, fire) as instructor competence, not technician-only knowledge.
- When the box is degraded, apply SCIG and the table above; re-scope or defer; do not pretend full session value if fidelity for the task is gone.
Connections
- Line-oriented flight training. Full-mission use of the FSTD for CRM/TEM practice.
- Evidence-based training. EBT module defined as sessions in a qualified FSTD.
- Systematic Approach to Training. Device strategy inside the training plan step.
- Pilot flying and pilot monitoring. Roles exercised and assessed on the device.
- Skill development model. Psychomotor and crew skills built largely in the FSTD for recurrent training.
- Advanced Qualification Programme. Credit framework that uses the device continuum.
- Type operating and training documentation. Type procedures and systems the device must represent for the fleet under training.
Sources
- 9.2 Definition of Flight Training Device. Floor definition; motion/visual not required at floor.
- 9.3 Device Levels. Seven-level taxonomy and virtual continuum with A–D FFS.
- 9.4 Types of Simulators. A–D FFS classes; fixed-base perceived sensitivity and transfer; motion-on/off independence.
- 9.6 Instructor / Operator Station. IOS roles, controls, and setup-time failure modes.
- 9.7 The Simulator Training Process. Process of simulator training delivery.
- 9.8 Advantages and Disadvantages of Simulator Training. Transfer strengths and limits.
- 9.10 Factors that can Affect Simulator Training. Freeze discipline, SCIG, negative training, reality problems.
- 9.11 Simulator Un-Serviceability. Pointer to operational unserviceability discipline and SCIG context.
- 1.4 Methods of Training and Checking. Learning by doing on STDs reflecting the fleet.
- Doc 9995, Glossary. EBT module/session defined on qualified FSTD.
- Doc 9995, Part I Ch 7 (Conduct of evidence-based training). FSTD observation and phase conduct (EVAL / MT / SBT).