Before You Fly

Fans above the flight chamber draw air upward through the inlet and accelerate it to free-fall speeds. In a recirculating tunnel, ducts and turning vanes route the air around a closed loop. The airflow controller changes the fan setting to increase or decrease wind speed, while flow straighteners reduce turbulence before the air reaches the chamber.

Accelerating air produces small pressure and temperature changes. Some facilities therefore use pressure doors that must remain closed and sealed during operation. Newer high-pressure designs may allow some staging-area doors to operate during a flight, but doors next to the chamber must only be used according to the local procedure.

Open-flow tunnels can develop condensation on the net or walls. Treat wet surfaces as a slipping hazard. Recirculating systems produce heat as air moves through the loop, so the facility may use outside-air louvers or a water chiller to control temperature. Report moisture, an unsecured door, or anything else that looks out of the ordinary to the tunnel staff.

Most facilities include guest check-in, classroom and gear-up areas, a staging area, flight chamber, control station, observation space, and restrooms. The exact paths, pressure doors, emergency exits, and rendezvous point vary by facility. Walk through the local layout and procedures before coaching there.

The on-duty instructor's primary role is to prevent injury and maintain safe flight operations. The instructor controls permission to enter, spotting and assistance, and the final wind-speed decision.

• Discuss unfamiliar techniques or drills with the instructor before the session.
• Confirm that the planned activity fits the instructor's qualification and the facility's rules.
• If the instructor enters the airflow to assist a student, move to the briefed support position and keep the direct access path clear.
• If the session becomes unsafe, reduce the challenge or stop the activity and coordinate with the tunnel team.

Use properly fitted, correctly fastened equipment: a one-piece flight suit, closed soft-soled shoes, an approved open- or full-face helmet, goggles when required, and ear protection. Gloves are optional unless the facility requires them.

Replace gear that is excessively worn or damaged. An open suit can inflate, destabilize a flyer, and create unexpected lift. During short debriefs, watch for removed or loosened equipment and recheck the suit, helmet, visor, and goggles before the next entrance.

Learn the facility-specific emergency plan and follow staff direction. The coach supports the response without obstructing the instructor or emergency personnel.

• Injured flyer: Give the instructor uninterrupted access to control and protect the flyer. Move to the agreed support position, call for assistance when directed, and do not move the injured person unless the emergency plan requires it.
• Violent flyer: Do not retaliate or attempt to resolve the situation physically. Create distance, move other flyers away, and let facility staff or authorities take control.
• Injured instructor: Bring yourself and the student down to the net so the controller can stop the airflow. Help clear the chamber and call emergency services as directed.

If fire or smoke is detected, the airflow controller will lower flyers by reducing the wind, guide or direct them toward the exit, and complete a full shutdown. Powered staging-area doors may then be opened according to the facility procedure. Everyone should leave the building and remain at the designated rendezvous point until emergency services authorize re-entry.

Indoor skydiving is physically demanding. Coaches and flyers should have appropriate conditioning and complete a full-body warm-up for at least 10-15 minutes before entering the chamber. Include the neck, back, torso, arms, legs, hips, and shoulders, adjusting the routine for the planned activity and the flyer's needs.

Coordinate the session with the on-duty instructor before teaching. Confirm:

• The number of flyers and the skill planned for each person.
• That the instructor is qualified to spot the planned activity.
• Known wind speeds and how adjustments will be requested.
• The length and order of flight rotations.
• Any individual needs or special assistance.

At minimum, every student briefing should cover:

• Empty pockets, removed jewelry, and correctly fitted and fastened equipment.
• The entrance and exit procedure.
• The selected wind speed and what to expect both on the net and higher in the chamber.
• The flying orientation to maintain; the student must not copy a standing coach unless specifically instructed.
• A strong response to wall contact without allowing the wall to collapse the body position.
• The instructor's role, expected spotting or assistance, and every hand signal that may be used.

Use fewer signals and allow more briefing time for inexperienced flyers. Do not start until the student understands the plan and its safety points.

Debrief as soon as practical in a quiet space, ideally with the session video. Let the student speak first: compare the agreed goals with the outcome, ask what felt effective, and ask what input could create a better result. Then use video to confirm observations, highlight successes, and select a small number of improvements.

Finish with a clear goal for the next session. When a student has demonstrated proficiency, consult the IBA instructor before requesting that the skill be approved on the student's flight chart.

Noise makes non-verbal communication essential. Pre-brief each signal and where the flyer should expect to see it. Present signals slowly, clearly, and within the flyer's field of view. Limit new flyers to the few signals needed for a relaxed neutral position; add more only as their experience and awareness grow.

The manual's flyer-signal set covers: start, relax, bend or straighten the legs, chin up, stop, belly fly, back fly, go up, come down, stand up, knees or legs up and down, wider legs, move slower or faster, straight body, face this way, and hips forward or back. Coaches must physically demonstrate the facility-approved version of every signal they intend to use.

The instructor, coach, and airflow controller operate as one safety team. The inside instructor makes the final wind-speed decision. Agree on every speed change - especially an increase - before signaling the controller so the instructor is ready to assist the flyer.

The controller-signal set includes bring the wind up, bring the wind down, emergency stop, cut the wind, maximum speed or top out, and the numbers one through nine. Number signals can request a percentage of the set point; for example, seven followed by one requests 71 percent. Use only the local, pre-briefed signals and never assume that a controller will interpret an unbriefed gesture.