Competency-Based Training and Assessment was introduced to make pilot training focus on skills rather than just counting flight hours. The idea was that pilots should be tested on what they can do, not how long they have been flying. In theory, this should create better, safer pilots who meet clear performance standards. However, while competency-based training tells us what pilots need to do, it does not always show how to train them effectively. Many training programs focus on checking off required skills, but that does not mean pilots are truly prepared for the challenges of real-world flying.
Competency is not something that can be ticked off and forgotten. It is a skill set that pilots must continue developing over time. The International Civil Aviation Organization defines competency with eight key areas, including problem-solving, situational awareness, and flight path management (ICAO, 2020). These are not one-time skills but abilities that pilots need to apply in many different situations. A student pilot may perform well in an assessment, but does that mean they can handle an unexpected situation, like a tricky landing at an unfamiliar airstrip? Research by Hoffman et al. (2014) shows that assessing competency can be difficult because a single test does not show whether a pilot will apply their skills correctly when conditions change.
Many pilot training programs rely on task-based assessments, where students perform a skill once and receive a pass or fail. For example, a student who successfully lands on a short runway during an assessment may be signed off as “competent.” But if they later encounter strong crosswinds or a rough airstrip, will they still be able to land safely? Training that focuses only on passing tests does not always prepare pilots for situations that are unpredictable or unfamiliar. Without exposure to changing conditions, pilots may become too dependent on specific procedures rather than learning how to adjust and respond to real-world challenges.
One of the biggest issues with competency-based training is that it tells instructors what students should learn, but not how to teach it. Many flight schools, especially smaller ones, struggle to apply competency-based training in a way that helps pilots develop skills over time. Larger training organisations may have more structured programs, but even they face challenges in ensuring that pilots move beyond ticking boxes and actually develop practical flying skills. Without clear guidance on how to structure learning, instructors may feel pressured to focus on assessments instead of deep learning. In many cases, instructors are expected to follow competency frameworks without being given the flexibility or tools to help students build lasting skills.
Pilots do not just need to perform skills; they need to link what they see and feel with how they respond. This is called perception-action coupling. The process is shaped by three interacting elements: the individual (the pilot’s experience, cognitive abilities, and physical capabilities), the environment (weather, terrain, airspace, and external factors), and the task (the specific manoeuvre being performed). These factors are constantly influencing each other, which means that true skill development requires training in conditions that reflect real-world complexity.
The Ecological Dynamics Model explains how learning happens through interaction with the aircraft, the environment, and the specific task being performed (Chow et al., 2023). Rich Stowell (2017) describes this as correlation-level learning, where pilots move beyond memorisation and develop a deeper understanding of how to apply their skills in different situations. For example, if a pilot learns how to recover from a stall in a training exercise, they may be able to perform the procedure correctly during a test. But will they be able to recognise the early signs of a stall in an actual flight, when distractions and workload are high?
True learning happens when pilots can connect their training with real-world conditions. The Ecological Dynamics Model helps pilots build these connections by making sure they experience different flying conditions, rather than just repeating pre-planned procedures.
Scenario-based learning is one way to help pilots develop real competency. Instead of simply practising a skill in isolation, students should be given situations that require them to think, adjust, and apply their knowledge in a dynamic way. This means introducing structured variability, where pilots experience different types of weather, airstrips, and in-flight challenges, helping them learn when to adjust their actions and why (Flight Envelope, 2024). The goal is to train pilots who can think and react in the air, not just perform skills in a controlled setting.
For this to work, instructors must be trusted to guide training beyond simple checklists. At many training schools, instructors feel limited by the pressure to teach to a standardised framework rather than focus on what students actually need to improve. Competency-based training provides a helpful starting point, but it does not guarantee that pilots will develop real-world skills. The key to better training is ensuring that students do not just meet a standard, but also retain, apply, and adapt their skills in unpredictable conditions.
Flight training should not just be about meeting performance standards on paper. The real test of competency is whether pilots can apply their skills when it matters most. A training approach that uses structured variability, perception-action learning, and realistic challenges will create pilots who are not only technically competent but also capable of handling complex situations in flight.
To help instructors and schools apply these concepts in a practical way, I will soon be offering a webinar on the Ecological Dynamics Model and how it can be integrated into flight training. If you would like to be notified when it is scheduled, you can sign up for the Flight Envelope mailing list.
At the request of my esteemed peers and mentors I have done my best to simpify this blog and the ideas within it. I am always open for a more 'academic' chat, so feel free to drop me an email.
Do you think Ecological Dynamics Model could be useful for flight training?
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References for Competency Based Training Blog
Chow, J. Y., Davids, K., Button, C., & Rein, R. (2023). The Ecological Dynamics of Decision Making in Sport and Aviation. Journal of Applied Learning Science, 15(4), 256-272.
Hoffman, B., Hamstra, S. J., & Karimbux, N. (2014). Measuring competency: The role of assessment in competency-based education. Medical Teacher, 36(7), 636-648.
International Civil Aviation Organization (ICAO). (2020). Competency-Based Training and Assessment Guide. Montreal, Canada.
Parry, T. & O'Rourke, L. (2023). Theories of Skill Acquisition: Implications for Tennis Coaching. ITF Coaching & Sport Science Review, 31, 51-56.
Stowell, R. (2017). The Art and Science of Flying. Society of Aviation and Flight Educators.
Safe and effective flying requires a unique level of knowledge, skills and attitudes. The EDM is a great visual tool to appreciate the infinite number of connections between human, aircraft and the environment - something that competency-based training alone cannot teach.