16 September 2003
d Call deck as described in ref (b)
e Monitor deck status and landing area.
10 The Phone Talker and Hook Spotter shall:
a Give loud and clear arresting gear and foul/clear deck calls.
b Check and report aircraft configuration no later than the 180.
(2) Immediately following flight operations:
(a) Check the grades and comments.
(b) Ensure the lens is off prior to securing the platform.
(c) Ensure that the Phone Talker and Hook Spotter secure all platform equipment.
(d) Review QUALIFICATIONS/DISQUALIFICATIONS and remaining requirements with Air
Operations and Ship Det OIC.
(e) Brief oncoming LSOs of existing conditions.
(f) Prepare AirOps summary.
318. Forms Due After CQ. Two forms are due after CQ. (1) The first is the ATF. Grades for the ATF should be
standardized for the actual performance during qualification. Comments should indicate any specific tendencies.
Remember ship grades count 50 percent, so they have a great effect on the overall CQ Stage grade. Advanced ATFs
should be completed as soon as possible, CNATRA is normally awaiting these grades so that
composite scores may be determined and the placement process begun. (2) The second is the CNATRA 1542/106,
LSO Trend Analysis Summary. It contains a listing of each pass at the ship as graded by the LSO. A good write-up
is critical. This form is forwarded to the student's FRS LSO.
319. Walk-Aboard/Walk-Off LSO. The TRAWING responsible for running the detachment shall provide a Wing-
qualified LSO for CNATRA walk-on/off. This LSO shall be utilized only in support of CNATRA operations.
AIRLANT/AIRPAC shall provide for walk-on/off LSO duties for at-sea requirements not involving CNATRA
operations that exceed 3 days.
NATRACOM Waving Concepts
a. Students perform as students and not as fleet experienced pilots. Do not assume that corrections
routinely handled by fleet pilots will be made by students.
b. Procedures/rules must be adhered to when working with students. Students cannot be led to believe that
numbers ('90' altitude, 'X' altitude, etcetera) are "approximate;" they are the gospel.
Students who do not respond to the LSO shall be identified and counseled immediately.
d. Poor Pattern - emphasize absolute numbers all the way around. Have an assistant monitor the pattern
carefully and criticize as required. Students cannot master the glideslope until the pattern and start are squared away.
A poor pattern is invariably the result of a slow or fixating scan.
e. Power Control - every correction requires a recorrection. Students consistently make a power correction
and then wait to see what happens -- when it does, it's too late resulting in a deviation to the other side (i.e., fast to a
slow, H to a LO). Stress a power reference point and the ability to make small, timely power corrections.
SNA Glideslope Tolerance - don't ever let a student be satisfied with half-ball high or low. Get on him
right away. Students need to be constantly aware that if its's not in the center, it's not right. Brief the concept of ball
flying as akin to formation flight. The same techniques are used to keep the aircraft in the proper position.