Engine Failure Training Guide for Student Pilots

Introduction

Engine failure training prepares student pilots to manage one of the most demanding situations they may experience during flight. The purpose is not simply to memorise a checklist. Effective training teaches students to control the aircraft, establish a safe flight path, select a suitable landing area, manage cockpit workload and make timely decisions under pressure. The FAA includes simulated emergency approaches and landings as a specific private-pilot skill involving aircraft control, best-glide performance, landing-area selection, checklist use and risk management.

This guide mainly discusses engine failure training in light, single-engine training aircraft. The correct actions, airspeeds, control settings and limitations vary between aircraft. A student must always follow the approved Pilot’s Operating Handbook or Airplane Flight Manual, the aircraft emergency checklist and the instructions provided by a qualified flight instructor.

Understanding Aircraft Engine Failure

An engine failure occurs when the aircraft’s powerplant can no longer provide the power required for normal flight. The problem may involve a complete loss of power or only a partial reduction.

Students should understand the difference between several possible situations:

Complete engine failure: The engine stops producing useful power.
Partial power loss: The engine continues operating but cannot produce normal power.
Rough-running engine: The engine operates unevenly, vibrates or produces abnormal sounds.
Intermittent power loss: Power disappears and returns unexpectedly.
Abnormal instrument indication: A faulty instrument or sensor may suggest an engine problem even when the engine is still operating.
Propeller or control-system problem: Engine power may be available, but the aircraft cannot use it normally.

These situations do not always require identical responses. A partial-power condition may allow more options than a complete failure, but it can also become worse without warning. Students must avoid spending so much time diagnosing the cause that they forget to maintain airspeed and aircraft control.

Common Causes of Engine Power Loss

An aircraft engine can lose power for many reasons. The possible causes depend on the aircraft’s fuel system, engine type, ignition system and operating environment.

Common training topics include:

Fuel exhaustion
Fuel starvation
Incorrect fuel-tank selection
Fuel contamination
Improper mixture setting
Carburettor icing in applicable aircraft
Air-intake obstruction
Ignition-system problems
Mechanical damage
Oil-pressure or temperature problems
Incorrect use of engine controls
Maintenance-related faults

A student should never assume that one generic restart procedure applies to every aircraft. Some training aircraft use carburetted engines, while others use fuel injection. Fuel selectors, electric fuel pumps, ignition controls and propeller systems also differ.

The aircraft manufacturer’s approved emergency procedure must therefore take priority over general training material. The FAA’s Airplane Flying Handbook similarly directs pilots to use aircraft-specific procedures and performance information contained in the approved handbook or flight manual.

Recognising the Warning Signs

Engine failure may be sudden, but power problems can also develop gradually. Possible indications include:

A sudden reduction in engine sound
Falling engine revolutions per minute
Reduced climb performance
Strong or unusual vibration
Rough engine operation
Abnormal oil pressure
Abnormal oil or cylinder temperature
Smoke, fumes or unusual smells
Irregular fuel-flow indications
Partial or changing power
Unexpected yaw or change in aircraft attitude

Students should cross-check the indications rather than focus on one instrument. However, troubleshooting must not replace the first responsibility: flying the aircraft.

The Aviate, Navigate and Communicate Principle

The basic priority during an abnormal or emergency situation is often expressed as aviate, navigate and communicate. FAA safety guidance describes this sequence as flying the aircraft first, managing the flight path second and communicating after the first two tasks are under control.

Priority	Meaning	Common Student Mistake
Aviate	Control attitude, airspeed and aircraft configuration	Looking inside the cockpit while airspeed decreases
Navigate	Choose and maintain a safe flight path toward a suitable landing area	Changing landing areas repeatedly
Communicate	Inform air traffic control or other aircraft when time permits	Making a long radio call before controlling the aircraft

Aviate

The pilot must maintain positive aircraft control. This normally includes adjusting pitch promptly, establishing the aircraft-specific recommended glide condition and preventing a stall.

Navigate

The pilot must identify where the aircraft can safely go. Altitude, wind, terrain, obstructions and glide capability influence the decision.

Communicate

The pilot should communicate the emergency when workload and time allow. Radio communication is valuable, but it is less important than controlling the aircraft and maintaining a safe flight path.

Immediate Priorities Following Power Loss

The exact procedure must come from the aircraft checklist, but a general training framework includes the following priorities:

Maintain control of the aircraft.
Establish the manufacturer-recommended glide condition.
Check altitude and available time.
Select a suitable landing area.
Turn or position the aircraft toward that area.
Complete aircraft-specific immediate actions.
Use the approved emergency checklist.
Attempt a restart only when appropriate.
Communicate when workload permits.
Prepare the aircraft and occupants for landing.

This is not a universal emergency checklist. The order and wording of aircraft-specific actions may be different.

Students should also learn when troubleshooting must stop. At lower altitude, preparing for landing is generally more important than continuing a restart attempt that distracts the pilot from airspeed, terrain and alignment.

Engine Failure During Different Flight Phases

The pilot’s available options change greatly according to the aircraft’s altitude, speed and position.

Engine Failure Before Takeoff

A power problem identified before the aircraft begins its takeoff roll should normally lead to delaying the departure until the cause has been investigated.

Warning signs may appear during:

Engine start
Taxi
Engine run-up
Pre-takeoff checks
Power application
Instrument verification

Unusual temperatures, pressures, sounds, vibrations or control responses should not be ignored. A student should never allow schedule pressure, embarrassment or concern about delaying other traffic to influence a safety decision.

Engine Failure During the Takeoff Roll

If power is lost or the engine does not perform normally during the takeoff roll, the pilot may need to reject the takeoff.

Training normally focuses on:

Prompt power reduction
Directional control
Effective braking
Remaining on the available surface
Avoiding unnecessary configuration changes
Following the aircraft’s rejected-takeoff procedure

The decision becomes more difficult when a runway is short or the aircraft has already accelerated significantly. A pre-takeoff briefing helps the student decide in advance how an abnormal acceleration, instrument indication or engine failure will be handled.

Engine Failure Immediately After Takeoff

An engine failure shortly after liftoff gives the pilot very little time. The aircraft may be flying at a high pitch attitude and relatively low airspeed, so prompt pitch control is essential.

The main priorities are to:

Lower the nose as required to maintain a safe airspeed
Maintain control
Select the safest reachable landing area
Avoid excessive bank angles
Follow the approved emergency procedure
Prepare for landing

The FAA recommends considering emergency landing options before every takeoff, including departure direction, altitude, wind, terrain and potential landing sites.

The Turn-Back Decision

Trying to return to the departure runway after an engine failure can require a steep turn, a major change in direction and accurate energy management at low altitude. There is no universal altitude at which a turn-back becomes safe.

The result depends on:

Aircraft glide performance
Pilot reaction time
Wind
Runway length
Departure path
Bank angle
Aircraft weight
Terrain
Pilot proficiency
Height lost while turning
Additional turns needed to align with the runway

Students should practise decision-making with an instructor rather than selecting a turn-back altitude from an online article. Any demonstration or training exercise must use safe recovery limits established by the instructor.

Engine Failure During Climb

An engine failure later in the climb may provide more time and more reachable landing areas. However, the aircraft may still be relatively close to the airport and operating at a climb attitude.

The pilot should assess:

Available altitude
Distance from the airport
Wind direction
Nearby runways or fields
Terrain and obstacles
Aircraft glide range
Traffic
Weather conditions

The nearest runway is not always the safest option. Reaching it may require aggressive manoeuvring, while a suitable area ahead may offer a more stable approach.

Engine Failure During Cruise

Cruise altitude may provide additional time for landing-area selection, checklist use, communication and passenger preparation.

A well-trained student should still act promptly. Available altitude can disappear quickly when the pilot becomes focused on troubleshooting, navigation equipment or radio communication.

During cruise, the pilot may have time to:

Establish the correct glide
Identify nearby airports
Compare landing options
Use the emergency checklist
Assess the possibility of an engine restart
Inform air traffic control
Brief passengers
Secure loose objects
Plan the approach

Engine Failure During Approach or Landing

An engine failure during approach may leave the aircraft close to a runway, but it can still become dangerous if the pilot responds with abrupt turns or allows the airspeed to fall.

Students should learn to:

Maintain a reachable landing surface
Avoid extending the approach unnecessarily
Manage flaps and landing gear carefully
Use configuration changes only when landing is assured
Preserve sufficient energy
Avoid trying to stretch the glide

A pilot cannot stretch a glide by pulling back and flying slower. Excessive pitch can increase drag, reduce airspeed and lead to a stall.

Best Glide and Energy Management

Best-glide speed is the aircraft-specific speed normally used to obtain the greatest distance for the available altitude in still-air conditions. It is not the same as minimum-sink speed, which is associated with remaining airborne for a longer period rather than travelling the greatest horizontal distance.

The FAA Private Pilot Airman Certification Standards require applicants to understand best-glide speed, minimum-sink speed, wind effects, atmospheric conditions and energy management during a simulated emergency approach. Applicants are expected to establish the recommended best-glide airspeed, configure the aircraft correctly and select a suitable landing area.

Why the Correct Speed Matters

Flying too slowly may reduce control margins and increase stall risk. Flying too quickly may increase the descent rate or reduce the distance available for landing-site selection.

Best-glide performance can also be affected by:

Wind
Aircraft weight
Bank angle
Flap position
Landing-gear position
Propeller condition
Turbulence
Aircraft damage
Pilot control accuracy

Students must obtain the correct speed from the aircraft handbook rather than relying on a speed remembered from another aircraft.

Selecting a Suitable Emergency Landing Area

Selecting a landing area is not simply a matter of choosing the nearest open field. The pilot must consider whether the aircraft can reach it and whether a controlled approach is possible.

Important factors include:

Wind direction and strength
Surface length
Surface condition
Slope
Surrounding terrain
Trees
Buildings
Power lines
Fences
Roads and traffic
People and animals
Approach obstacles
Sun position
Available glide distance

The FAA’s private-pilot standards specifically include altitude, wind, terrain, obstructions, glide distance and available landing distance in emergency-landing risk management.

Fields

A field may provide a large open area, but crops, irrigation channels, fences, soft soil and hidden obstacles can create risks.

Roads

A road may appear smooth and clearly defined, but vehicles, signs, bridges, wires and roadside structures can make it unsuitable.

Airports

An airport may offer prepared surfaces and emergency assistance, but the pilot must avoid using all available altitude merely trying to reach a runway that is outside the aircraft’s realistic glide range.

Beaches or Shorelines

A beach may look open from altitude, but people, soft sand, water, changing tides and surface irregularities must be considered.

The objective is not to find a perfect area. It is to choose the most suitable reachable option and commit to a controlled approach.

Using the Aircraft Emergency Checklist

Emergency checklists are created for a particular aircraft and system configuration. Students should know where the checklist is kept and how to access it quickly.

Training usually separates emergency actions into two categories:

Immediate or memory actions: Actions that may need to be completed without first reading the checklist.
Checklist verification: Using the approved checklist to confirm that the required actions have been completed correctly.

Students must learn only the immediate actions approved for their aircraft and training organisation.

A general checklist-management process is:

Maintain aircraft control.
Complete instructor-taught immediate actions.
Direct the aircraft toward a landing area.
Open the correct emergency checklist.
Read and confirm each applicable item.
Monitor altitude and flight path.
Stop troubleshooting when landing preparation becomes the priority.

The FAA certification standards require appropriate checklist completion and configuration in accordance with the Pilot’s Operating Handbook or Airplane Flight Manual.

Restart Considerations

An engine restart may be attempted when altitude, time and aircraft procedures permit. However, restart efforts must not interfere with aircraft control or landing preparation.

A restart attempt may be reasonable when:

The aircraft is high enough to permit troubleshooting
A landing area has already been selected
The aircraft remains within reach of that area
The approved checklist provides a restart procedure
The pilot can complete the procedure without losing situational awareness

A restart attempt should not become the pilot’s only plan. Even when the engine begins operating again, the pilot should consider the possibility of another power loss and continue evaluating landing options.

Emergency Communication

When workload permits, the pilot should tell air traffic control about the emergency.

A useful emergency transmission may include:

Distress or urgency call
Aircraft registration or call sign
Nature of the problem
Position
Altitude
Intended landing area
Pilot’s intentions
Number of people onboard when relevant
Fuel remaining when requested or useful

In the United States, 121.5 MHz is an emergency frequency monitored by many air traffic facilities and aircraft. The transponder emergency code is 7700 when appropriate. Radio frequencies, transponder use and emergency phraseology must follow the rules applicable to the country and airspace in which the flight is operating.

A student should remember that a short, clear transmission is usually more useful than a long explanation. If communication interferes with aircraft control, communication must wait.

Passenger and Cabin Preparation

Passengers may become frightened when the engine sound changes or the aircraft begins descending. Calm and clear instructions can reduce confusion.

When time permits, the pilot may instruct passengers to:

Fasten and tighten seat belts
Adjust shoulder harnesses
Secure loose objects
Stop unnecessary conversation
Review the location of exits
Adopt an appropriate brace position
Follow evacuation instructions after landing

The pilot should also ensure that objects cannot move forward and interfere with controls or cause injury.

Simulated Engine Failure Training

A simulated engine failure gives students an opportunity to practise emergency skills without experiencing an actual powerplant failure.

Training may develop:

Pitch and airspeed control
Landing-area selection
Glide planning
Checklist discipline
Situational awareness
Workload management
Radio communication
Passenger briefing
Decision-making
Approach control

The FAA includes simulated emergency approaches and landings in private-pilot certification standards. The exercise evaluates knowledge, risk management and practical control skills.

Simulated failures must be introduced and supervised by a qualified instructor or authorised evaluator. The exercise must be conducted in an area where a safe recovery is possible.

Students should never independently:

Shut down an engine for practice
Move fuel controls without authorisation
Reduce power unexpectedly
Practise low-altitude emergency turns
Attempt a forced-landing exercise over unsuitable terrain
Continue a simulation below the instructor’s recovery limit

Recommended Training Progression

A structured training programme may follow these stages:

Classroom Discussion

The student learns basic priorities, aircraft performance, possible causes of power loss and emergency decision-making.

Aircraft Handbook Study

The student reviews aircraft-specific airspeeds, immediate actions, restart procedures, limitations and emergency checklists.

Cockpit Familiarisation

With the aircraft safely on the ground, the student locates important controls, instruments and checklists.

Instructor Demonstration

The instructor demonstrates the correct response at a safe altitude while explaining each decision.

Student Practice

The student performs the procedure under close supervision.

Scenario-Based Exercises

The instructor introduces different circumstances, such as changing wind, limited landing areas or partial power.

Flight-Phase Practice

Training covers failures during climb, cruise, approach and other suitable phases.

Debriefing

The instructor and student review control accuracy, decision-making, checklist use and missed information.

Recurrent Training

Emergency procedures should be reviewed after the licence is obtained, not treated as a one-time test exercise.

Scenario-Based Training Examples

Scenario One: Power Loss Shortly After Takeoff

Training objective: Maintain control and make a quick landing-area decision.

Main decisions: Pitch control, airspeed, direction and landing area.

Common error: Trying to return to the runway without sufficient altitude or preparation.

Instructor discussion: Compare the risks of a turn-back with reachable areas ahead.

Safety lesson: A controlled landing in an imperfect area is preferable to losing control while attempting an unrealistic manoeuvre.

Scenario Two: Partial Power During Climb

Training objective: Recognise that partial power does not guarantee continued flight.

Main decisions: Whether the aircraft can maintain altitude, whether to return and which landing areas remain available.

Common error: Continuing to climb or travel away from suitable landing areas.

Instructor discussion: Review engine indications and aircraft performance without allowing troubleshooting to dominate attention.

Safety lesson: Treat uncertain power as a condition that may become a complete failure.

Scenario Three: Rough Engine During Cruise

Training objective: Balance diagnosis, navigation and landing preparation.

Main decisions: Airspeed, nearby airports, suitable terrain and use of the checklist.

Common error: Focusing entirely on engine instruments.

Instructor discussion: Practise assigning time and attention between aircraft control, navigation, checklist use and communication.

Safety lesson: Extra altitude creates options only when it is managed carefully.

Scenario Four: Power Loss Near an Unfamiliar Airport

Training objective: Use available navigation information while preserving visual awareness.

Main decisions: Runway selection, wind, traffic, terrain and approach direction.

Common error: Spending too much time programming cockpit equipment.

Instructor discussion: Compare electronic information with visual landing options.

Safety lesson: Technology can assist the pilot, but it must not replace basic aircraft control and outside observation.

Common Student Pilot Mistakes

Looking Down for Too Long

Searching for a checklist or control can allow the aircraft’s pitch and airspeed to change. Students should develop a quick cockpit scan and return their attention outside frequently.

Delaying Landing-Area Selection

A student may begin troubleshooting before choosing a landing area. A suitable area should be selected early so the aircraft always has a clear destination.

Fixating on Restarting the Engine

The engine may not restart. Students must continue flying a planned approach while any restart attempt is made.

Stretching the Glide

Raising the nose beyond the required attitude does not create additional energy. It can reduce airspeed and increase stall risk.

Turning Too Steeply

Steep turns can increase load factor, stall speed and altitude loss. Bank angle should be managed carefully.

Changing Landing Areas Repeatedly

Constantly switching targets can produce an unstable flight path. The pilot should change the selected area only when a clearly safer option becomes available.

Extending Flaps or Gear Too Early

Additional drag may reduce glide distance. Configuration changes should follow the aircraft procedure and be timed so the landing remains assured.

Communicating Too Early

A student may attempt a detailed radio call before controlling the aircraft. Flying and navigating remain the first priorities.

Ignoring Wind

Wind changes both glide distance and the approach. A strong headwind can reduce the distance the aircraft can travel over the ground.

Continuing Troubleshooting Too Low

At some point, the pilot must stop diagnosing the engine and concentrate fully on the landing.

Human Factors During Engine Failure

Technical knowledge alone is not enough. Students must also understand how stress affects performance.

Startle Effect

An unexpected power loss can temporarily delay action. Repeated, realistic training helps students recognise the situation and begin the correct response sooner.

Tunnel Vision

The pilot may focus on one instrument, switch or landing area while ignoring airspeed, terrain or traffic.

Task Saturation

The combination of flying, selecting a landing site, using a checklist and communicating can exceed the student’s available attention.

Confirmation Bias

A pilot may interpret information in a way that supports the preferred plan, such as believing a distant runway is reachable despite evidence to the contrary.

Decision Paralysis

Too many possible landing areas can delay commitment. Students should learn to identify a satisfactory option rather than wait for a perfect one.

Overconfidence

Successfully completing a simulation does not mean every real engine failure will develop in the same way. Wind, terrain, passengers, weather and aircraft damage can make the real event much more difficult.

A useful mental routine is:

Control
Confirm
Choose
Checklist
Communicate
Commit to the landing

This memory aid is only a workload-management tool. It does not replace the aircraft’s approved emergency procedure.

Engine Failure Study Checklist for Students

Use this checklist for study and preparation, not as an in-flight emergency checklist:

Read the aircraft’s emergency-procedure section.
Memorise only instructor-approved immediate actions.
Know the aircraft’s best-glide speed.
Understand how wind affects glide distance.
Know where the emergency checklist is stored.
Practise identifying landing areas.
Review emergency radio phraseology.
Discuss engine failure after takeoff before departure.
Practise passenger briefings.
Review each simulation during the post-flight debrief.
Repeat emergency training regularly.
Never practise without instructor approval and supervision.

Role of the Flight Instructor

A qualified flight instructor helps the student connect written procedures with safe aircraft handling.

The instructor should help the student:

Understand aircraft-specific procedures
Recognise engine-failure indications
Maintain safe airspeed
Select realistic landing areas
Manage cockpit workload
Use checklists correctly
Understand turn-back risks
Improve communication
Recognise unsafe decisions
Build confidence without creating complacency

A good debrief should examine not only what the student did, but why each decision was made.

Preflight Actions That Reduce Risk

Not every mechanical failure can be prevented, but careful preparation can identify some problems before takeoff.

Important habits include:

Confirming the required fuel quantity
Visually checking fuel when possible
Inspecting fuel samples for contamination
Checking the oil level
Verifying fuel-cap security
Checking engine controls
Completing the engine run-up
Monitoring temperatures and pressures
Reviewing maintenance status
Checking aircraft performance
Reviewing weather and terrain
Planning emergency landing directions before takeoff

FAA takeoff guidance advises pilots to complete run-up and pre-takeoff checks, verify normal engine indications and consider engine-failure options before departure.

Actions Following an Emergency Landing

After the aircraft stops, the pilot’s priorities change from flight control to occupant safety.

General considerations include:

Stop and secure the aircraft using the approved checklist.
Evacuate if fire, fuel, smoke or another immediate hazard exists.
Help passengers move to a safer location.
Contact emergency services when possible.
Avoid returning to an unsafe aircraft.
Provide first aid within the limits of available training.
Preserve relevant information about the event.
Follow the accident or incident reporting requirements applicable to the location.

Reporting rules differ between countries. Pilots should obtain guidance from the appropriate aviation authority, operator, flight school or investigating agency.

Practical Engine Failure Training Plan

Training Exercise	Skill Developed	Typical Student Error	Instructor Focus	Review Material
Ground-based cockpit drill	Control and checklist familiarity	Looking for controls for too long	Accurate identification and flow	POH or AFM
Best-glide demonstration	Airspeed and trim control	Chasing the airspeed indicator	Stable attitude and outside reference	Performance section
Landing-area selection	Situational awareness	Choosing an unreachable area	Wind, terrain and glide range	Emergency procedure
Simulated cruise failure	Workload management	Troubleshooting before selecting a field	Aviate, navigate and communicate	Emergency checklist
Simulated approach failure	Energy management	Adding drag too early	Landing assurance and configuration	Landing procedures
Passenger-briefing exercise	Communication	Giving unclear instructions	Calm, brief and direct language	Safety briefing
Scenario debrief	Decision-making	Defending the first decision	Honest review and alternatives	Instructor notes

Frequently Asked Questions

1. What is the best-glide speed during an engine failure?

Best-glide speed is aircraft-specific. It must be obtained from the approved Pilot’s Operating Handbook or Airplane Flight Manual. Students should not use a speed taken from another aircraft.

2. What should a student pilot do first after an engine failure?

The first priority is to maintain positive aircraft control. The pilot should establish the appropriate glide condition and prevent a stall before becoming occupied with troubleshooting or communication.

3. Can a student practise a simulated engine failure alone?

No. Simulated engine failures should be conducted only as part of properly supervised training with a qualified instructor or authorised evaluator.

4. Should a pilot always turn back after an engine failure following takeoff?

No. Turning back can require significant altitude and accurate low-altitude manoeuvring. The decision depends on the aircraft, wind, runway, terrain, height, pilot proficiency and prior training.

5. How many times should a pilot attempt to restart the engine?

There is no universal number. Restart attempts must follow the aircraft checklist and should continue only while altitude, time and workload permit.

6. Which frequency should be used for an emergency call?

Pilots should normally use the frequency already in use when contact is available. In the United States, 121.5 MHz is an emergency frequency. Other countries may have different procedures or additional requirements.

7. How should a pilot select an emergency landing area?

The pilot should consider reachability, wind, surface condition, length, slope, terrain, people, obstacles and the possibility of flying a controlled approach.

8. Should the pilot use memory actions or read the checklist first?

This depends on the aircraft procedure. Time-critical actions may be memorised when specifically required, followed by checklist verification. Students must use only instructor-approved aircraft-specific actions.

9. Is a simulated emergency landing included in private-pilot testing?

In FAA private-pilot testing, simulated emergency approach and landing procedures are included within the emergency-operations standards for applicable aircraft categories.

10. Should engine failure training continue after earning a licence?

Yes. Emergency skills can weaken when they are not practised. Recurrent, instructor-led training helps pilots refresh aircraft control, checklist use and decision-making.

Key Takeaways

Fly the aircraft before completing any other task.
Use the aircraft-specific best-glide speed.
Select a reachable landing area early.
Follow the approved aircraft checklist.
Do not allow restart attempts to distract from landing preparation.
Avoid unrealistic low-altitude turn-back attempts.
Use radio communication only when workload permits.
Practise simulated failures only with qualified supervision.
Include engine-failure options in every pre-takeoff briefing.
Continue emergency training after obtaining a pilot licence.

Conclusion

Engine failure training gives student pilots a structured way to manage an unexpected loss of power without allowing fear, confusion or cockpit workload to take control of the situation. Strong performance depends on maintaining aircraft control, establishing the correct glide, selecting a suitable landing area, following the approved checklist and making decisions early enough to preserve available options. Regular instructor-led practice helps convert these principles into disciplined habits. Astropilot.co can support students with educational aviation guides, but practical emergency training must always take place under qualified supervision and in accordance with the procedures approved for the aircraft.

Aviation Safety Disclaimer: This article is provided for general aviation education only. It does not replace instruction from a qualified flight instructor, an approved flight-training programme, the aircraft’s Pilot’s Operating Handbook or Airplane Flight Manual, official emergency checklists or instructions issued by the relevant aviation authority. Emergency procedures, airspeeds, aircraft limitations, communication practices and legal requirements vary by aircraft and location.