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Capital Commentary
by Chris Needels, USPA Executive
Director
 There
was a time when the only way to begin skydiving was through the
static-line progression—five static-line jumps and then increasingly
longer freefalls. It worked well, and most DZ curricula were about
the same. Students generally progressed slowly, since three or four
jumps in a single day was considered a lot. A talented newcomer
might be able to make a baton pass by his 30th jump and a 4-way
before 100. Advanced progression was limited to style and accuracy
training.
But then the world of skydiving began to change. Accelerated freefall
and tandem presented new ways to advance, calling for new and very
different training curricula. New competitive disciplines called
for yet more new curricula. Skydivers became more mobile as they
moved from one DZ to another, often seeking larger airplanes and
new ways to jump. Instead of three jumps a day, six to eight became
the norm. We learned, too, that we can fly our bodies on any and
all axes and swoop the turf at blinding speeds, both of which called
for even newer ways to train. And now we have wind tunnels.
It became clear in the mid-'90s that the training programs of the
past had to evolve individually and collectively and in an interconnected
way. Rigidly adhering to one first-jump method of training simply
wasn't necessary or, for some, even advisable. New jumpers wanted
choice, and progressive DZs that had the means wanted to accommodate
them. Thus was born the
Integrated Student Program, more commonly referred to as the ISP.
It wasn't easy getting disparate training methods in sync. And harder
still was trying to explain how they interconnected. Part of the
challenge was figuring out a way to explain it in a simple, effective
way. To some extent, that challenge remains. We have three principal
first-jump methodologies, six skill sets and eight levels of advancement,
which make for a very busy matrix.
Then there was the inertia. We've heard it before or maybe even
said it: "I've been teaching people how to jump for more than
20 years. I don't need anyone telling me how to run a course."
Some of us small, one-Cessna-club static-line instructors and DZ
operators had a very steep learning curve. But we had to do it.
And if we haven't, we need to, and here's why.
First, we need a national minimum standard for student graduation
proficiency, and it's the A license. With our very mobile skydiving
community, we have to ensure that the person leaving student status
has at least equivalent skills and experience as his counterpart
in another part of the country. The ISP was specifically designed
to get the first-jump student to the A license using any of the
first-jump methods.
Second, with so many opportunities for growth within skydiving these
days, new jumpers want to get better sooner. They strive to get
head down, form a biplane or turn mega points, and they want to
do it right now. The ISP presents opportunities to get there sooner.
And most importantly, we owe it to every student to ensure that
he knows how to exit an aircraft and fly his body in control; inspect,
don, use and maintain his equipment; fly his canopy safely; deal
with emergencies; know the few rules; and be able to ride safely
in and get safely out of the airplane in the right order and over
the right piece of terrain. While there are many ways to get this
job done, the ISP is the standard.
The ISP is neither a panacea
nor a mandate; rather, it is a road map. It doesn't hurt to ask
for directions (sorry, guys). Embrace it.
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