Narrative:

Flying with a student pilot who is practicing traffic pattern work to prepare for initial solo. I am not the student's primary instructor. The WX was VFR landing runway 5 winds 030 degrees at 12 KTS. Practicing touch-and-goes; on the sixth lap the student bounced the landing due to beginning to flare too soon. After the first bounce the student began to take action to recover and go around. The student did not put in full power; instead only half of available power. This aggravated the situation and we bounced again. On the second bounce; I said 'my flight controls.' the student did not let go of the controls. I repeated loudly and sternly; 'my flight controls.' the plane was veering off to the right of the runway; over the grass; nose pitched up near stall; and in a steep angle of bank. I continued to work at regaining control of the aircraft; and repeated loudly 'my flight controls' for the third time. After regaining control of the aircraft; I flew the plane; contacted tower; and requested a full stop. Our aircraft was in an unusual attitude at a critically low altitude. Lack of positive aircraft control may be due to poor handoff of the flight controls in a critical situation. When I demanded 'my flight controls;' the student continued to fight me with inputs on the yoke; and he retracted all the flaps.

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Original NASA ASRS Text

Title: STUDENT PLT WAS SLOW TO RELINQUISHING CONTROL OF SINGLE ENG ACFT TO THE INSTRUCTOR PLT. THIS RESULTED IN AN UNUSUALLY NOSE-HIGH ATTITUDE BEFORE THE INSTRUCTOR WAS ABLE TO TAKE CONTROL OF THE ACFT AND RECOVER.

Narrative: FLYING WITH A STUDENT PLT WHO IS PRACTICING TFC PATTERN WORK TO PREPARE FOR INITIAL SOLO. I AM NOT THE STUDENT'S PRIMARY INSTRUCTOR. THE WX WAS VFR LNDG RWY 5 WINDS 030 DEGS AT 12 KTS. PRACTICING TOUCH-AND-GOES; ON THE SIXTH LAP THE STUDENT BOUNCED THE LNDG DUE TO BEGINNING TO FLARE TOO SOON. AFTER THE FIRST BOUNCE THE STUDENT BEGAN TO TAKE ACTION TO RECOVER AND GO AROUND. THE STUDENT DID NOT PUT IN FULL PWR; INSTEAD ONLY HALF OF AVAILABLE PWR. THIS AGGRAVATED THE SITUATION AND WE BOUNCED AGAIN. ON THE SECOND BOUNCE; I SAID 'MY FLT CTLS.' THE STUDENT DID NOT LET GO OF THE CTLS. I REPEATED LOUDLY AND STERNLY; 'MY FLT CTLS.' THE PLANE WAS VEERING OFF TO THE R OF THE RWY; OVER THE GRASS; NOSE PITCHED UP NEAR STALL; AND IN A STEEP ANGLE OF BANK. I CONTINUED TO WORK AT REGAINING CTL OF THE ACFT; AND REPEATED LOUDLY 'MY FLT CTLS' FOR THE THIRD TIME. AFTER REGAINING CTL OF THE ACFT; I FLEW THE PLANE; CONTACTED TWR; AND REQUESTED A FULL STOP. OUR ACFT WAS IN AN UNUSUAL ATTITUDE AT A CRITICALLY LOW ALT. LACK OF POSITIVE ACFT CTL MAY BE DUE TO POOR HDOF OF THE FLT CTLS IN A CRITICAL SITUATION. WHEN I DEMANDED 'MY FLT CTLS;' THE STUDENT CONTINUED TO FIGHT ME WITH INPUTS ON THE YOKE; AND HE RETRACTED ALL THE FLAPS.

Data retrieved from NASA's ASRS site as of May 2009 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.