AeroClub Centrale di Volo a Vela



For over 30 years theoretical and practical gliding stages were carried out at Il Centrale. In addition to flights on single and double seater gliders coordinated and monitored by the Centrale staff, the program provides a daily morning briefing offered by the Flight Operations Director (FOD) aimed to general theoretical issues as well as to specific problems related to the expected daily flights, supported by a subsequent debriefing which may include movies and SeeYou tracking analysis.

Much emphasis is also given to psychological preparation, motivations and fears analysis.
At the center of everything there is always the safety and emergency management.


  • Technical piloting (basic and advanced)
  • Thermal climbing
  • Thermal climbing with other gliders
  • Cross flight
  • Il MacCready
  • Navigation
  • Safety cones
  • Air traffic
  • Precision landing
  • Flight tactics


In Thermal:

  • Recognition
  • Thermal entry and climb
  • Centering
  • Selection
  • Leaving the thermal
  • Control:
    – Airspace
    – Drift
    – The surrounding environment
  • Budget (Variometer, altitude working range notions)
  • Flight tactics (tactical options)
In cross flight:
  • How to cross
  • MacCready setting
  • Navigation
  • Autonomy management
  • Safety Cones
  • Control:
    – Airspace
    – The surrounding environment
  • Flight tactics (tactical options)
Overall accuracy:
  • Stability
  • Speed
  • Symmetry
  • Slow flight mastery
  • Parameters stability
  • Circuit calibration
  • Landing accuracy (distance)



The spirit of novelty with which begun this new season of Il Centrale, inspired a major change in the organizational structure of theoretical and practical stages, with the introduction of a role that represents a new conceptual and operating model also in gliding: the Facilitator.

No longer instructors, no longer trainers to assist the FOP (Flight Operations Director) or Head of Stage, but Facilitators: we so define those pilots who, for proven and recognized experience and function, have the institutional task of putting the guest pilot in a position to fulfill, in a maximum security environment, his own desires, ambitions and gliding experience, each fully expressing individual potential and peculiarities. The result is a better configured and more productive relationship with the ‘student’, not merely instructional, but open to continuous feedback and maintained on an equal basis, rather recognizing as a basic element (and authoritative when the situation so requires) the differential sum of experience and knowledge.

Such relationship is intended as a slight and not heavy Socratic, collaborative and not prescriptive one; imprinted by affectionate and friendly but not asserting authority, especially if poorly understood by those who see it exercised upon themselves. The facilitator should strive to accompany the ‘student’ in the path of improvement and to help him to express himself within the potential which he is a carrier of, inside the desires and aspirations that he would like to achieve. The Facilitator leaves as far as possible to the student his own responsibilities, giving him safety by being ready to correct the effects of the most serious mistakes. He shows him positively, possible alternative models of thought and action when deciding conducts of flight. In summary, the facilitator is the one who helps the ‘student’ to better understand the situation in which it is located (situational awareness), to identify the possible strategies derived from it, and to make a suitable choice between them. The competence of a facilitator and the essence of his role is thus not only the ownership of technical skills to be transmitted, but the style of behavior, sensitivity, empathy and negotiation capabilities – within the margins of safety – of the tutoring processes to make them as sustainable and receivable by the recipient as they can be.