For the FAA Certified Flight Instructor (CFI) Airplane Single Engine (ASE) checkride, the demonstration stalls are specific maneuvers that you, as a CFI candidate, must perform and explain to demonstrate your instructional knowledge and ability. These stalls are outlined in the FAA’s Airman Certification Standards (ACS) for Flight Instructor – Airplane (effective May 31, 2024, replacing the older Practical Test Standards, or PTS). They go beyond the basic power-on and power-off stalls required for private or commercial pilots, focusing on scenarios that instructors need to teach students about to enhance stall awareness and safety. There are indeed four demonstration stalls you’ll need to master for the CFI checkride. Here’s what they are and what you need to understand about each:

Crossed-Control Stall

• What It Is:
  • This stall occurs when the aircraft is in a skidding turn, typically with ailerons applied in one direction and rudder in the opposite direction (e.g., left aileron, right rudder). It’s a dangerous setup because it can lead to a spin, especially at low altitudes like during a base-to-final turn.
• How to Perform:
  • Enter a turn (e.g., 20° bank) at a low airspeed (close to stall speed).
  • Apply excessive rudder in the opposite direction of the turn while holding aileron into the turn.
  • Increase back pressure on the yoke to raise the angle of attack until the stall occurs.
• Key Teaching Points:
  • Emphasize the hazard of uncoordinated flight, especially in the traffic pattern.
  • Recovery involves reducing the angle of attack (release back pressure), neutralizing controls, and applying coordinated rudder and aileron to level the wings.
  • Perform at a safe altitude (typically 3,000 feet AGL or higher) to demonstrate safely.
• Why It Matters:
  • This mimics a common accident scenario where a pilot overshoots the final approach centerline and tries to “force” the turn with rudder, leading to a stall/spin.

Elevator Trim Stall

• What It Is:
  • This stall happens when the aircraft is trimmed for a low speed (e.g., climb or approach) and the pilot suddenly applies full power, causing an excessive pitch-up due to the trim setting and increased propwash over the tail.
• How to Perform:
  • Trim the airplane for a climb or approach speed (e.g., 65 knots in a Cessna 172).
  • Apply full power abruptly while holding the yoke lightly.
  • Allow the nose to pitch up excessively until the stall occurs.
• Key Teaching Points:
  • Highlight the danger during a go-around or after takeoff if trim isn’t adjusted.
  • Recovery requires immediate forward pressure on the yoke to reduce the angle of attack, followed by retrimming as speed increases.
  • Demonstrate how to anticipate and manage pitch changes with power application.
• Why It Matters:
  • Teaches students to avoid over-trimming and to expect pitch forces during power changes, preventing unexpected stalls.

Secondary Stall

• What It Is:
  • A secondary stall occurs when, during recovery from an initial stall, the pilot applies excessive back pressure too soon, causing the wing to stall again before it’s fully flying.
• How to Perform:
  • Induce a primary stall (e.g., power-off stall) until the break occurs.
  • Begin recovery by lowering the nose and adding power (if applicable).
  • Before the aircraft fully recovers (airspeed still low), pull back sharply on the yoke to induce a second stall.
• Key Teaching Points:
  • Stress the importance of a smooth, gradual recovery from the first stall.
  • Recovery from the secondary stall is the same: reduce angle of attack (push forward) and maintain control.
  • Show how this can happen during a rushed go-around or climb if the pilot overreacts.
• Why It Matters:
  • Reinforces proper stall recovery technique and patience, preventing a cycle of stalls at low altitude.

Accelerated Stall

• What It Is:
  • This stall happens at a higher-than-normal airspeed due to an increased load factor (e.g., during a steep turn), pushing the wing beyond its critical angle of attack.
• How to Perform:
  • Enter a steep turn (e.g., 45° bank) at a stable airspeed (e.g., 1.5 times stall speed, like 80-90 knots in a Cessna 172).
  • Apply firm back pressure to increase the load factor until the stall buffet or break occurs.
  • Keep flaps up and power as needed to maintain level flight initially.
• Key Teaching Points:
  • Explain that stalls can occur at any speed if the angle of attack is exceeded, not just at low speeds.
  • Recovery involves reducing back pressure to lower the angle of attack, leveling the wings, and adding power if needed.
  • Highlight the role of load factor (G-forces) in raising stall speed (e.g., in a 45° bank, stall speed increases by about 50%).
• Why It Matters:
  • Shows students that aggressive maneuvering (like tight turns) can lead to stalls even when airspeed seems “safe,” critical for pattern work or emergency turns.

General Notes for the Checkride

• Objective:
  • For each stall, you’re not just performing it—you’re teaching it. The examiner (typically a Designated Pilot Examiner, or DPE) acts as your “student.” You must explain the setup, execution, hazards, and recovery clearly, referencing FAA materials like the Airplane Flying Handbook (FAA-H-8083-3).
• Altitude:
  • Perform these at a safe altitude (e.g., 3,000 feet AGL or as specified by your examiner) to allow recovery without risk.
• Standards:
  • Per the CFI ACS (Area of Operation IX, Task C), you must demonstrate the stall to a full break (not just the warning), recover promptly with minimal altitude loss, and maintain directional control. You’ll also need to discuss risk management (e.g., avoiding these situations in real flight).
• Variations:
  • The examiner might ask you to demonstrate one or more of these in different configurations (e.g., clean or with flaps) or scenarios (e.g., departure or approach), but these four are the core demonstration stalls.