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Power Hour Lesson Outlines

Simulator vs Airplane Training | When and How to Use Each

February 7, 2026 at 5:00:00 PM

Outline:

Introduction

Simulators are one of the most misunderstood tools in flight training. Some pilots rely on them too early, while others avoid them entirely. Both approaches miss the point.

This session breaks down when simulators help, when airplanes matter more, and how to sequence both for maximum training value. We focus on FAA rules, real training outcomes, cost considerations, instructor incentives, and how CFIs should decide what to use—and when—based on the training objective, not convenience.

The Core Question: Sim vs Airplane Is a Sequencing Problem

Summary:The simulator vs airplane debate is not about which is better—it’s about when each tool is appropriate. Every training device has strengths and limitations, and effectiveness depends on how it’s sequenced within training.

Pilots and instructors who misuse simulators usually do so because they apply them to the wrong phase of learning.
- Sims are strongest for procedural and cognitive tasks
- Airplanes are essential for feel, coordination, and sensory learning
- Early misuse creates negative habit transfer
- Proper sequencing improves retention and confidence
- Training tools must match the learning objective
Understanding Training Devices (Simulators, AATDs, BATDs)

Summary:Not all simulators are the same. FAA-approved training devices vary significantly in capability, approval, and logging privileges. Understanding these differences is critical for legal and effective training.

Confusion around device types often leads to incorrect logging or poor training decisions.
- Flight Training Devices (FTDs) are regulated under FAR Part 60
- AATDs allow more logging and realism than BATDs
- BATDs are limited but useful for specific tasks
- Each device operates under a Letter of Authorization (LOA)
- Approval level determines what time may be logged
What Simulators Do Well

Summary:Simulators excel at teaching tasks that rely on repetition, structure, and cognitive flow. When used correctly, they accelerate learning and reduce aircraft cost without sacrificing understanding.

These benefits disappear when sims are used to teach tactile or “feel-based” skills.
- Procedures, flows, and checklists
- IFR scan development
- Radio communication practice
- Approach briefings and missed approach logic
- Emergency procedures and failures
Simulators are ideal for thinking tasks, not feeling tasks.
What Simulators Do Poorly

Summary:Despite improvements, simulators cannot replicate aerodynamic feedback, control loading, or seat-of-the-pants cues. Attempting to teach these skills in a sim leads to negative training.

Recognizing simulator limitations is as important as knowing its strengths.
- Control feel and stick forces
- Peripheral visual cues
- Ground effect and flare timing
- Real-world workload and stress
- Fine motor coordination
These skills must be developed in the airplane.
Airplanes: Where Real Learning Happens

Summary:The airplane is irreplaceable for developing true aircraft control, judgment, and sensory awareness. While more expensive, it provides feedback that no simulator can replicate.

Airplanes should be prioritized for tasks where feel and consequence matter.
- Takeoffs and landings
- Coordination and rudder use
- Energy management
- Real weather exposure
- Decision-making under pressure
Airplanes teach reality—sims prepare for it.
IFR Training: Where Sims Provide the Most Value

Summary:IFR training benefits more from simulation than VFR training due to its procedural and cognitive nature. When sequenced correctly, simulators significantly reduce cost and improve preparedness.

The key is integrating sim lessons with aircraft lessons—not replacing them.
- Instrument scan development
- Approach procedures and holds
- Missed approaches
- Partial-panel training
- IFR communication workload
Simulation shines when paired with strong debriefs.
VFR Training: Why Airplanes Come First

Summary:Early VFR training relies heavily on visual cues, coordination, and feel—areas where simulators fall short. Using sims too early in VFR training can slow progress.

Simulators should support—not replace—airplane experience at this stage.
- Sight picture development
- Traffic pattern judgment
- Flare timing
- Visual scanning
- Wind correction feel
VFR training is built in the airplane first.
Logging Time: FAA Rules and Common Mistakes

Summary:Logging simulator time is governed strictly by the device’s LOA and applicable FARs. Many pilots misunderstand what can be logged and toward which ratings.

Incorrect logging can cause checkride issues and regulatory problems.
- Time must align with the device’s LOA
- Not all sim time counts toward all ratings
- Instructor endorsement may be required
- IFR vs VFR logging differs
- Always verify before logging
When in doubt, don’t log it.
Cost, Incentives, and Training Quality

Summary:While simulators can reduce cost, savings only occur when they are used intentionally. Poorly structured sim lessons waste time and money.

Instructor incentives and school economics often influence sim usage more than training effectiveness.
- Sims save money when objectives are clear
- Poor sim instruction negates cost benefits
- Instructor engagement matters
- Schools must balance economics and outcomes
- Quality instruction beats cheaper instruction
Training value matters more than hourly rate.
How CFIs Should Decide: A Simple Decision Framework

Summary:CFIs should choose the training tool based on the task, not habit. A simple decision framework ensures students get the right experience at the right time.

Asking the right questions prevents misuse.
- Is this a procedural or feel-based task?
- Does the student need repetition or realism?
- Is the objective cognitive or sensory?
- Will a sim reduce or increase confusion?
- How will this transfer to the airplane?
Good instructors choose tools intentionally.