Uspa Coach Rating

Front 1

According to the ISP, by what altitude should a first-jump student decide on a safe landing area?

Back 1

2,000 feet

Front 2

According to the ISP, what are the key altitudes of the landing pattern and what do they require the student to do?

Back 2

1,000 feet, steer with the wind;

600 feet, fly a path perpendicular to the wind;

300 feet, steer into the wind.

Front 3

How should a student steer into an alternate clear area?

Back 3

Visually transfer the original planned pattern over the new field and fly it as trained.

Front 4

What is the main purpose of the landing flare?

Back 4

To convert the forward speed of the parachute momentarily to lift.

Front 5

What are the five planned points of contact when performing a parachute landing fall?

Back 5

Feet

Calves

Thighs

Hip/side of butt

Across Back to opposite shoulder

Front 6

What happens when a student stalls a canopy while attempting to flare and then raises the brakes to full flight?

Back 6

The canopy will dive abruptly.

Front 7

What is the student's best defense when landing in a stall?

Back 7

a PLF

Front 8

What should a student do when landing in a tree?

Back 8

Prepare for a PLF on the ground, flare halfway, protect the face and under the arms, find a secure perch, and wait for qualified help.

Front 9

What is the best ARM position for stable fall with the belly into the relative wind?

Back 9

Upper arms positioned 90 degrees or less from the torso and relaxed; elbows bent 90-120 degrees, up and relaxed.

Front 10

According to the ISP, what is one good way for a jumper to remain relaxed in freefall?

Back 10

Conscious breathing

Front 11

At what three points should the student expect the USPA Instructor to check the student's equipment?

Back 11

Before putting it on, before boarding the aircraft, before exit.

Front 12

According to the ISP, what are the three stages of a parachute opening?

Back 12

Activation, Deployment, and Inflation

Front 13

Part of the DEPLOYED parachute is caught on the jumper or the jumper's equipment (horseshoe). Is that considered a total or partial malfunction?

Back 13

Partial. (Cut Away and Deploy Reserve)

Front 14

Describe the MOST IMPORTANT aspect(s) of a main canopy to determine if it can be landed safely.

Back 14

Regular in shape

Controllable for heading

Flaring

(The SIM says "There, Square, Steerable," but that's not how it's worded on the test.)

Front 15

What should a jumper do prior to reaching for any emergency operation handle?

Back 15

Look at it.

Front 16

How should a jumper located a hard-to-find main parachute deployment handle?

Back 16

Two tries, feeling the associated part of the harness or container.

Front 17

By what altitude should a student jumper decide and act when confronted with a problem main canopy?

Back 17

2,500 feet

Front 18

For first-jump students, what is the ISP's recommended response to two canopies out that form a side-by-side?

Back 18

Release the brakes on only the dominant (largest canopy most nearly overhead), steer it gently with the toggles, PLF;

-or-

If both canopies are clear, cut away.

Front 19

In the ISP, what is the recommended minimum deployment altitude for a student in Categories G and H?

Back 19

3500 feet for Category G

3000 feet for Category H

Front 20

After altitude awareness, which of the following is the student's MOST important priority when tracking?

Back 20

Heading / Direction Control

Front 21

If a student in Category G or H fails to break off at the assigned altitude and still fails to break off when the coach signals break-off, what action should the coach take?

Back 21

Gain sufficient separation for safety and pull by 3,500 feet.

Front 22

When teaching a student group exits:

Back 22

Make sure the student understands and practices an exact exit position that enables the group to set up in the door efficiently.

Front 23

To reduce tension on the formation after taking grips, a jumper should:

Back 23

Extend legs

Front 24

To adjust fall rate on approach, a jumper should:

Back 24

Push the hips forward to fall faster and cup the sternum to fall slower.

Front 25

When observing a student's exit, the center of focus should be on the:

Back 25

Hips (torso), then legs and arms

Front 26

At breakoff, the USPA Coach should:

Back 26

Let the student initiate breakoff at the planned altitude but remain in place to observe tracking.

If the student fails to break off at the planned altitude, wave off, but remain in place to observe tracking.

If the student fails to turn and track after wave off, turn and track for sufficient separation and deploy by 3,500 feet.

Front 27

The minimum breakoff recommended for groups of five or fewer jumpers is:

Back 27

1,500 feet above the highest planned deployment altitude, not counting camera flyers.

Front 28

Breakoff should be planned higher -

Back 28

for larger groups.

for slow opening or high-speed canopies.

for dive plans with faster fall rates.

Front 29

The best teaching method to use when training skydivers is:

Back 29

Preparation, presentation, application, evaluation

Front 30

Which of the following techniques would you find used in the best debrief?

Back 30

Review of objectives, positive reinforcement during review, compare performance to objectives, limit improvement points, retrain and practice improvement points, positive but factual record in logbook.

Front 31

"Primacy-recency" refers to:

Back 31

Students automatically tend to remember the first and last points made in the lesson.

Front 32

The correct number of learning bits in a training session is:

Back 32

Seven, plus or minus two

Front 33

The "90-20-8" rule refers to:

Back 33

Limit training sessions to 90 minutes, change the pace or location of the course every 20 minutes, involve the student every eight minutes.

Front 34

Which of the following is the LEAST effective method of training motor skills?

Back 34

Lecture

Front 35

Who must supervise all students training conducted by a USPA Coach?

Back 35

An appropriately rated USPA Instructor.

Front 36

How often must a USPA Coach renew his or her rating?

Back 36

Annually with membership renewal, including the first partial year.

Front 37

Which of the following would be considered sufficient supervision of a USPA Coach during the solo first-jump course?

Back 37

The appropriately rated USPA Instructor is readily available and personally verifies that the students are taught in a satisfactory manner.

Front 38

The USPA Basic Safety Requirements regarding wind limits for students apply to:

Back 38

All solo students.

Front 39

If exiting at under a 13,000-foot ceiling MSL over an airport with a field elevation of 1,000 feet MSL, the planned exit can legally be no higher than:

Back 39

11,000 feet AGL

Front 40

Regarding jumps with students after sunset;

Back 40

None of the above. According to the USPA Basic Safety Requirements, all student jumps must be completed by sunset.

Front 41

Applying the Primacy/Recency principal, what are the first and last topics that should be taught in the First Jump Course?

...during the emergency procedure training?

Back 41

FJC:

Begin with instruction on the operation handles (most important).

End with equipment emergency procedures (most complicated/high importance)

Equipment emergency procedures:

Begin with how to deploy the reserve (most important).

End with how to respond to two canopies out (most complicated).

Front 42

What are the five major sections of the First Jump Course (Category A)?

Back 42

1. Equipment

2. Relaxed Freefall Position

3. Canopy

4. Landings/Landing Emergencies

5. Equipment Emergencies

Front 43

What are the three main points to cover in the Equipment section of the FJC?

Back 43

1. Finding and operating the main deployment cutaway and reserve handles.

2. Understanding the use of an altimeter (freefall and under canopy).

3. Knows to expect three equipment checks.

Front 44

What are the four main things a student should take away from the Freefall Position section of the FJC?

(Four for AFF - Only two for IAD or Static Line)

Back 44

1. Able to arch sufficiently to raise both shoulders and knees off of a flat surface for 10 seconds.

2. During arch practice controls arms and legs with symmetry and extends legs slightly.

3. (AFF) Demonstrates deployment and practice deployment procedures. ("arch, reach, touch").

4. (AFF) Understands and responds to hand signals.

Front 45

What are the three main things a student must take away from the Canopy section of the FJC?

Back 45

1. Understands descent strategies from opening to 1,000 feet. (what to do if too high at entry point, or too low/far away from the DZ).

2. Can solve contrived landing approach problems. (cutting corners, arcing base leg).

3. Knows landing priorities. (wing level, clear area, flare).

Front 46

What are two main areas to cover in the Landing/Landing Emergencies section of the FJC?

Back 46

1. Proper PLF

2. Procedures for each type of landing hazard. (Power lines, water, trees, buildings...)

Front 47

What are the topics to cover in the Emergency Procedures section of the FJC?

Back 47

1. Open parachute in aircraft

2. Lost deployment handle or hard extraction

3. How to clear a pilot chute hesitation

4. Correct response to each of the partial and total malfunctions within 5 seconds.

5. Correct response to line twists, slider up, and end cell closure.

6. Correct response to all three two-canopy-out scenarios.

Front 48

What are the cloud and visibility requirements in FAR 105.17?

Back 48

10,000 feet and below (MSL): 10,000 feet and above (MSL):

500 feet below 1,000 feet below

1,000 feet above 1,000 feet above

2,000 feet horizontal 1 mile horizontal

3 statute miles visibility 5 statute miles visibility

Front 49

By what time of day must all student jumps be completed?

Back 49

Sunset

(Landed by sunset)

Front 50

What are the wind limits for students?

Back 50

10 mph for round reserves

14 mph for ram-air-reserves

Front 51

All solo students and A license holders must deploy by what altitude?

Back 51

3,000 feet AGL

Front 52

What are the obstacle clearances for student landing areas?

Back 52

100 meters radius (200 meters diameter)

Front 53

May a student jump without an RSL?

Back 53

Yes, but only after endorsed by a USPA instructor for a student on free-fall self-supervision.

Front 54

What BSRs are waiverable by an S&TA or IE as it applies to students?

Back 54

1. Use of non USPA coaches

2. Wind limits

3. DZ size requirements

4. Flotation devices

Front 55

What does a student learn to do in Category F?

Back 55

1. Tracking

2. Clear and pulls

Front 56

What are the seven steps to teach a student about tracking?

Back 56

1. Extend legs fully

2. Knees remain the same width as neutral (box position).

3. Flatten torso to a slight de-arched position

4. De-arch lower back, roll pelvis into thighs.

5. Roll shoulders forward and down to a cupped position.

6. Sweep arms out 90 degrees to the torso.

7. Press hands down below the hips.

Front 57

What do we emphasize when teaching students about Clear and Pulls?

Back 57

1. Use a familiar stable exit

2. Present to the wind and orient deployment to the relative wind.

3. First clear and pull is at 5,500, second is at 3,500.

Front 58

What are students taught in Category G?

Back 58

Group Exits, Forward and Backward movement, docking, and adjusting fall rate.

Front 59

What are the three steps to teach a student about forward and backward movement?

Back 59

1. Start

2. Coast

3. Stop

Front 60

What are the key teaching and observation points for forward motion?

Back 60

1. Start from neutral/box position.

2. Only the lower legs move

3. Knees remain at the original neutral/box position.

4. Extend legs to full range of motion locking the knees.

Front 61

What are the key teaching and observation points for backward movement?

Back 61

1. Primarily used to slow down and stop forward movement.

2. Start from neutral position.

3. Initiate backward movement in two stages:

i. extend arms straight keeping box width

ii. roll shoulders down cupping upper body

4. forearms angled upward at 45 degrees

5. legs remain neutral

Front 62

What are the grip taking priorities when docking?

Back 62

1. Fly on level all the way to the grips

2. Fly in your slot

3. Take the grips

Front 63

What are the key teaching and observation points for teaching a student UPWARD movement?

Back 63

1. Initiate from lower spine

2. Crunch knees down and widen them out

3. de-arch elbows down through the shoulders cupping the chest

4. stretch arms forward similar to backward movement

5. feet remain neutral

6. arms forward and down

7. head remains up

Front 64

What are the key teaching and observation points for teaching a student DOWNWARD movement?

Back 64

1. Push hips forward

2. Begin from neutral/box position

3. Relax back into arch

4. Apply breathing

Front 65

What does a student learn in Category H?

Back 65

Swooping (swoop and dock)

Front 66

What are the key teaching and observation points for teaching a student to swoop and dock?

Back 66

1. Legs fully extended

2. knees at box width

3. head up

4. body arched

5. arms swept back past 90 degrees

6. hands above the hips spilling air

Front 67

What are the steps of the break-off sequence?

Back 67

1. Turn 180 degrees

2. Track on heading

3. Flare to stop

4. One big deliberate wave

5. Pull at the assigned altitude