Narrative:

I was giving flight training in a harvard / north american T-6. The student had recently received approximately 15 hours of T-6 training but he was new to me. Conversations with the other instructors conveyed that he was making good progress; but had only successfully done three-point landings up to this point. Our training goal was to develop his wheel landing skills. We briefed the flight accordingly. On our way to a neighboring airport; everything went very well. Our first attempt at a wheel landing produced a smooth touchdown but resulted in a mild ballooning maneuver with a subsequent go-around. This was expected and had been thoroughly briefed. On our second approach a similar situation evolved. But instead of suggesting an immediate go-around (we already knew how to do those) I attempted to help the student on the controls; so he could feel the needed control inputs. I must have communicated this inadequately; because the student and I began fighting each other with opposing control inputs. The situation then quickly escalated into a loss of directional control. In the ensuing swerve into an adjacent grassy zone; we scraped the right wing tip over the pavement and struck a taxiway light. We brought the airplane to a stop parallel with the runway; and then taxied to the ramp to inspect the damage. Fortunately; only minor damage was done to the wing tip fairing and the flaps. We had narrowly avoided hitting a boxy runway marking; and things could have gone much worse. The incident reminded us of the delicate nature of flight training activities; and the need to pay more attention to clear pilot communication in critical situations. Had the student not fought my corrective inputs; we would have been ok. Briefing the aspect of 'helping' someone to execute a maneuver close to the ground will receive special attention from now on. My recipe for avoiding problems in the future shall be as follows: depending on the situation; either a. The instructor demonstrates a maneuver while the student stays loosely on the controls. Or B. The student performs maneuver; under verbal guidance if needed. If the instructor yells 'I have it!' the student releases the controls. Mixing both procedures in critical situations is asking for trouble; especially in tandem cockpits; where the student is unable to see what the instructor does.

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Original NASA ASRS Text

Title: AT6 instructor pilot reports a runway excursion while attempting to 'assist' his student with a wheel landing. The student and instructor end up fighting over the controls and the runway excursion ensue; with minor damage to the aircraft.

Narrative: I was giving flight training in a Harvard / North American T-6. The student had recently received approximately 15 hours of T-6 training but he was new to me. Conversations with the other instructors conveyed that he was making good progress; but had only successfully done three-point landings up to this point. Our training goal was to develop his wheel landing skills. We briefed the flight accordingly. On our way to a neighboring airport; everything went very well. Our first attempt at a wheel landing produced a smooth touchdown but resulted in a mild ballooning maneuver with a subsequent go-around. This was expected and had been thoroughly briefed. On our second approach a similar situation evolved. But instead of suggesting an immediate go-around (we already knew how to do those) I attempted to help the student on the controls; so he could feel the needed control inputs. I must have communicated this inadequately; because the student and I began fighting each other with opposing control inputs. The situation then quickly escalated into a loss of directional control. In the ensuing swerve into an adjacent grassy zone; we scraped the right wing tip over the pavement and struck a taxiway light. We brought the airplane to a stop parallel with the runway; and then taxied to the ramp to inspect the damage. Fortunately; only minor damage was done to the wing tip fairing and the flaps. We had narrowly avoided hitting a boxy runway marking; and things could have gone much worse. The incident reminded us of the delicate nature of flight training activities; and the need to pay more attention to clear pilot communication in critical situations. Had the student not fought my corrective inputs; we would have been OK. Briefing the aspect of 'helping' someone to execute a maneuver close to the ground will receive special attention from now on. My recipe for avoiding problems in the future shall be as follows: Depending on the situation; either A. The instructor demonstrates a maneuver while the student stays loosely on the controls. Or B. The student performs maneuver; under verbal guidance if needed. If the instructor yells 'I have it!' the student releases the controls. Mixing both procedures in critical situations is asking for trouble; especially in tandem cockpits; where the student is unable to see what the instructor does.

Data retrieved from NASA's ASRS site as of July 2013 and automatically converted to unabbreviated mixed upper/lowercase text. This report is for informational purposes with no guarantee of accuracy. See NASA's ASRS site for official report.