Airborne training technique c. Textbook: Airborne training. Introduction. Names accepted in the Textbook
AIRBOARD COMMANDER'S OFFICE
MILITIES
For official service
TEXTBOOK OF SERGEANT OF THE AIRBOARDING FORCES
Part two
Under the general editorship of Lieutenant-General P. V. CHAPLYGIN
Approved by the Commander of the Airborne Troops
as a textbook for parachute cadets and sergeants
airborne units of the Airborne Forces
Order of the Red Banner of Labor
MILITARY PUBLISHING
MINISTRIES OF DEFENSE OF THE USSR
MO CK BA--1975
The textbook consists of two parts.
Part one: six chapters (tactical, fire, engineering training; weapons of mass destruction of a potential enemy and protection against him; organization, armament and tactics of the actions of subdivisions of the armies of the USA, Germany and England; sergeants - net commanders - educators of their subordinates) .
Part two: seven chapters (airborne, technical, automotive and physical training; artillery, multithrowers and ATGMs; communication training; military topography).
INTRODUCTION
The successful performance of combat missions by an airborne assault behind enemy lines largely depends on the training and morale and combat qualities of paratroopers.
In the conditions of the rapid development of the scientific and technological revolution, the further equipping of the troops with modern highly effective weapons and equipment, the importance of the special and technical training of soldiers, sergeants and officers is growing.
This Textbook is intended for cadets and sergeants of the Airborne Forces. It contains the main questions in the scope of the program of combat training of parachute sub-divisions for airborne, technical, physical training, military topography, training in communications, operation of vehicles; introduces the tasks, purpose, characteristics of artillery systems and information about shooting. The textbook outlines the duties and methodological advice to the sergeant - commander of the department in his practical work in commanding the department and in training subordinates.
The first chapter, "Airborne Training," outlines the structure of human landing parachutes, the procedure for their laying and use when making jumps from various types of military transport aircraft, the duties of the issuer, the content and procedure for ground testing of the elements of the jump.
In the second chapter "Technical training" the general arrangement of the airborne combat machine (BMD-1) is given; types, scope and practical recommendations for its maintenance and operation; duties of crew members, as well as data on refueling, lubrication and adjustment of units and mechanisms necessary for the sergeant in his practical work on the maintenance and operation of the machine.
The third chapter "Automobile training" contains a brief technical description of the vehicles, the main provisions for their maintenance and operation, internal service in the parks, the duties of the commander of the department and the senior car.
The fourth chapter "Artillery, mortars and ATGMs" provides brief information about the tasks, designation, capabilities and use of artillery systems, target designation, shooting and its correction.
The fifth chapter, “Communications Training,” contains brief data on tactical-level portable radio stations, equipment for collecting troops and the R-124 tank intercom, which is necessary for a sergeant in practical work.
The sixth chapter "Military topography" sets out practical recommendations for orienting on the ground, moving in azimuths, working with a map on the ground and compiling the simplest combat graphic documents.
The seventh chapter "Physical training" gives the content and methodological advice on conducting a daily morning hour of physical training, training sessions in gymnastics, overcoming obstacles and accelerated movement, attack and self-defense, swimming and ski training.
For a deeper study of the material contained in the Textbook, it is necessary to use the appropriate instructions, manuals and special teaching aids.
Chapter first
AIRBOARD TRAINING
The squad leader is responsible for training the squadron's personnel in airborne training. » He is obliged:
know perfectly well the material part of human landing parachutes, parachute launchers and be able to prepare them for a jump;
know the heavy airborne equipment of the squad and be able to prepare it for landing;
be able to perform parachute jumps as part of a subdivision and following military equipment;
know the rules for preparing weapons and equipment for a jump;
be able to conduct classes with the squad on the shells of the airborne training complex on the task of jumping;
be able to control the readiness of his squad and combat equipment for decontamination;
know the rules for the release of paratroopers from the aircraft and be able to perform the duties of a release.
1. Parachute D-5 ser. 2
Parachute D-5 ser. 2 (landing, fifth sample, second series - fig. 1) is intended for performing training and combat jumps from military transport aircraft by paratroopers in equipment and with service weapons of paratroopers of all specialties.
Parachute D-5 ser. 2 allows you to jump from aircraft at flight speeds up to 400 km / h as part of units from altitudes from 8000 m to 200 m. The speed of descent by parachute D-5 ser. 2 with a total parachutist weight of 120 kg does not exceed 5 m/s.
Parachute D-5 ser. 2 back It is put into action by pulling out the exhaust ring. The required strength does not exceed 16 kg. The parachute is equipped with one or two safety devices tisha PPK-U or AD-ZU.
Pue. I. General parachute D-5 ser. 2 complete with reserve parachute 3-5
Rice. 2. The work of the parachute D-5 ser. 2 in the air:
/ - camera stabilizing parachute; 2
- stabilizing parachute: 3
- connecting link: 4
- chamber of the EU dome; 5 - main dome; 6
- larashute satchel
When making training jumps with a parachute D-5 ser. 2, a type 3-5 reserve parachute is used. Parachute 3-5 is activated if necessary. Bec parachute D-5 ser. 2, prepared for a jump, does not exceed 15 kg.
The parachute is absolutely reliable in operation and allows you to make more than 100 jumps during 12 years of its operation.
Parachute D-5 ser. 2 consists of the following parts: a stabilizing dome chamber, a 1.5 y 2 stabilizing parachute with a connecting link, a main dome chamber, an 83 m 2 main dome, a suspension system, a backpack with a two-cone lock, an exhaust ring with a cable, figurative bitches. The parachute kit also includes: parachute equipment (main and backup), passport and consumables.
Parachute operation (Fig. 2). When separated from the aircraft, the parachutist in the fall, due to his weight, activates the stabilizing parachute. The camera of the stabilizing dome with the carabiner remains in the aircraft on a cable. The stabilizing dome, being filled with air, activates the PPK-U device. With a stabilized descent, the parachute bag is closed. Usually it is necessary to open the knapsack 3 s after separation. After opening the two-cone lock with a parachute and safety device, the knapsack opens and the stabilizing parachute activates the main dome. At the same time, the slings come out first, and then the dome itself, starting from the bottom edge and up to the top. The canopy fills up and the skydiver descends at a speed of 5 m/s. The camera of the main dome and the stabilizing parachute with a connecting link are lowered on the dome. All actions of a parachutist during a jump are performed in accordance with the RVDS-75.
2. Reserve parachute 3-5
The reserve parachute 3-5 provides a safe landing of the parachutist in case of full or partial failure of the main parachute. When making jumps, parachute 3-5 is conveniently attached to the harness of the main parachute and is placed at the level of the parachutist's chest in a horizontal position. Parachute 3-5 is put into action by an exhaust ring with a cable and provides a decrease in the parachutist with a weight of 120 kg at a speed of 7 m/s. Parachute weight 5.2 kg. Reserve parachute 3-5 consists of a 50 m 2 canopy, an intermediate suspension system, a satchel, an exhaust ring with a cable and a portable bag. Each parachute comes with a passport.
The work of the reserve parachute. When pulling out the exhaust ring, the knapsack opens and the air flow takes the dome away from the parachutist. Pockets at the top of the dome contribute to faster filling of the dome. After the canopy is filled, the pack remains on the main parachute harness separately from the intermediate harness. In necessary cases,
Introducing the reserve parachute into action, you need to hold the canopy with your hands after opening the knapsack, and then sharply throw it in the right direction.
3. Parachute devices
When making parachute jumps, the use of parachute devices is a measure to increase the safety of jumps, and the devices themselves perform the function of insurance means. In all
Rice. 3. Parachute devices PPK-U-240B and AD-ZU-D-240:
1 - hose; 2 - cable; 3 - earring; 4 - flexible cord cord; 5 - flexible
hairpin
Cases of a parachute must be opened by the skydiver himself. If he does not do this, then after a given time or at a given height, the parachute will open with the help of the device.
For a parachute of the D-5 type, devices such as PPK-U-240B or AD-ZU-D-240 are currently used (Fig. 3).
Parachute device PPK-U-240B
Parachute semi-automatic combined and unified PPK-U-240B is a modification of the KAP-ZP device and also ensures the opening of the parachute pack after a specified time or at a specified height. It works in the time range from 2 to 5 s, in height from 0.3 to 8 km. The device remains operational in the temperature range from +60 to -60 ° C and after lifting it to a height of up to 35 tsh.
The technical resource of the device is 750 operations for 4 years, and with 500 operations for 5 years it guarantees -
Xia completely trouble-free operation of the device. At the same time, the prn-boron must be stored and operated with care.
Device device. The components of the device are: a case with a shutter, a clock mechanism with locking levers, an aneroid with a height adjustment mechanism and an exhaust device.
Device operation. Prnbor can work both in time and in height. During work, the aneroid is switched off temporarily. To turn off the aneroid, you need to set the height higher than the height of the burp. For a jump with a narashyutom D-5 ser. 2, the altitude is set to 4000 m, and the operating time of the clock mechanism is nl 3 s. In order for the device to be ready for action, it must be weighed, i.e., first insert a flexible pin into the shutter so that the clock mechanism is locked, and compress the springs of the exhaust device by pulling smoothly and with a force of about 30 kg on the cable to the click. A click means that the exhaust device is connected to the clockwork and the clockwork is ready for operation. To set 3 s, it is necessary, having not completely removed the flexible pin, to bleed the clockwork until the arrow turns against the mark 3 on the time scale. At the same time, the lock lever with a cut-out will approach the stop of the aneroid somewhat. With the rise to a height, the aneroid expands and its stop rises, but if the height of 4000 m is not reached, then the stop will not fall out of the plane of the upper board of the device and the aneroid will not interfere with the operation of the clock mechanism. When separated from the aircraft, the flexible pin is pulled out of the shutter by the halyard and the clock mechanism starts working due to the force of the springs of the exhaust device. After 3 s of work, the pawl that connects the exhaust device with the clockwork, disengages and the springs abruptly move the cable inside the exhaust device. The cable through the earring will open the two-cone lock, and the parachute will open.
The height on the device must be set using a screwdriver wrench from the device kit, and the power springs must be cocked using a stirrup or a cord threaded into an earring at the end of the cable.
A flexible hairpin needs to be countered with a thread in one addition with an eight-measure, tying three simple knots. The remaining ends of the thread should be 15-20 mm long. It is forbidden to disassemble the device on your own. Information about each operation of the device must be entered in the passport.
The order of inspection of the device PPK-U-240B before mounting on a parachute.
First you need to make an external inspection of the device. At the same time, make sure that the seals and glasses are in good order, there is no damage to the body and tube, there are no dents or swellings on the hose, there is no stuck pin in the gate, the threads of the cable and the gunk are not broken, the loop is not deformed, the cover of the body does not move, inside the device is free of dust and moisture, the aneroid pin does not protrude outside the board. After that, the work of the watch mechanism is checked, For this you need
Cock the device and make sure that the arrow has gone beyond the last division of the scale, when the flexible pin moves in the shutter by 5 mm, the clock mechanism does not bleed, also when the pin is bent 90 ° to the side. On a general command, flexible pins are pulled out and the smoothness of the clock mechanism is determined by ear. The operating time should be within 5 ± 0.7 s, and the clock mechanism works without jamming. Having made sure once again that no foreign objects are visible inside the device through the glass, and the pin is not deformed, the device can be mounted on a parachute.
Parachute device AD-ZU-D
The AD-ZU-D device is a simplified version of the KAP-3 and PPK-U devices. It differs in that it does not have an aneroid and works only on time. Bec and dimensions of the device AD-ZU-D are smaller than PPK-U-240B. The details of the clock mechanism of the device are the same as the details of the K.AP-3 and PPK-U devices. When preparing the device, the difference lies in the fact that there is no check for operation in height, and the operation time of the device is checked from the mark of 3 s, while the operation time must be within 3 ± 0.3 s. The device is mounted, as well as the PPK-U-240B device.
Methodological advice
Squad commander during training on the material part of the parachute D-5 ser. 2, in training packing, in training for putting on a parachute and attaching weapons, he must first of all convince the young soldier of the high reliability of the parachute and the reliability of its operation. This can only be achieved with an impeccable knowledge of the material part and a deep understanding of the purpose of each part in the process of parachute operation.
At the same time, the device of the parts of the parachute should be explained according to the opening process, and the purpose and functions of this part should be shown by the method of sequential dissolution of the parachute laid in accordance with all the rules. The stowed parachute is placed on the stowage table next to the parachute extended to its full length. At the same time, the top-down explanation method contributes to better memorization, that is, in the sequence in which these parts come into play when making a jump.
When explaining the operation of the parachute as a whole, attention should be paid to the relationship between the work of the parts of the parachute and the actions of the parachutist himself.
For example, if a paratrooper has performed all the necessary actions on the plane and in the air, then nothing can delay the process of opening the parachute, since the carabiner of the camera of the stabilizing parachute will be hooked to the cable in the plane or to the extension ring, the carabiner dog will not allow the carabiner to detach. bina from the cable, a carbine with a camera when separating a paratrooper from
The aircraft will remain on the line, and the stabilizing parachute will enter the air stream. Trouble-free filling of the stabilizing parachute will occur because the canopy pockets and stabilizer feathers will direct the flow into the canopy in less than 0.1 s. Pulling out the pull ring will force the double-cone lock to open, and the force of the stabilizing canopy, equal to the weight of the parachutist and holding the paratrooper in a comfortable position for the main canopy to start working and for the parachutist to operate in the air, will stretch the canopy and lines to its full length, thus ensuring reliable filling of the canopy . The special arrangement of the dome chamber completely eliminates the possibility of the dome overlapping with slings.
From this it is clearly seen that the prerequisite for an incident can be only in two cases: when the carabiner is not hooked and when the pull ring is not pulled out.
Therefore, the implementation of these two actions is mandatory for every paratrooper.
At the same time, it should be explained to young soldiers that to control the engagement of the carbine, a release officer is appointed, who is responsible for the entire process of paratroopers jumping from the aircraft. In case the skydiver delays in pulling the ring, after a set time, the parachute jumper will open the two-cone lock without the intervention of the paratrooper.
The combination of a detailed explanation with a practical demonstration of a training film will ensure that every paratrooper overcomes the uncertainty or fear of parachuting.
II. LAYING HUMAN PARACHUTES 1. Laying the main parachute
Parachute stowage D-5 ser. 2 produce two people - laying down (the owner of the parachute) and helping. For the convenience of control, the process of laying a parachute is divided into stages, and the stages are divided into operations. The stages and correctness of parachute packing are controlled by the unit commander and the VDS officer.
For packing, parachutes are concentrated at a prepared workplace indicated by the unit commander. At the same time, laying accessories are being prepared that are necessary for fast and high-quality laying indoors, outdoors, in the presence of wind (Fig. 4). The set of laying accessories includes: 16X1 m; lining canvas-beggar 5.5X1.26 m; 11 metal crutches; 3 weights with sand 450x70 mm; laying fork with a hook; portable bag for storing and carrying accessories.
Stages of laying: I - inspection of the parachute; II - laying the dome; III-packing the dome into the chamber and laying the slings; IV - laying
stabilizing parachute; V - tightening the knapsack, installation of a device ii of a two-cone lock; VI - fitting the suspension system and filling out the passport.
Rice. 4. Parachute stowage kit
Execution of stages (Fig. 5)
I e t a p. Inspection of the parachute. For inspection and stowage of the parachute
must be removed from the transfer bag, place parts of the parachute on
pull the cloth, dome and slings to their full length. Turn on
passport the presence of all parts and proceed to the inspection. Steam parts
the chute are inspected in the following order: the stabilization chamber
dome; stabilizing dome with straps; connect-
body link; main dome chamber; dome with slings; under-
spring system; backpack with flexible hose and two-cone lock;
exhaust ring with strosos; portable bag; device PPK-U-240B
or AD-ZU-D. During inspection, attention should be paid to
availability of all parts of the parachute, their serviceability and reliability of mutual
leg connection.
If tears, burns, abrasions of the fabric with broken threads are detected, if the seams are dirty, if the integrity of the seams is broken, if any elements are missing, and when examining metal parts - burrs, corrosion or seizing of moving parts, and also if there is doubt about the serviceability of parts or the correctness their connections must be reported to the commander of your unit and the VDS officer who controls the laying. After completing the inspection, insert the ring into your pocket. a cable through the hose.
II stage. Dome lining. After checking the readiness of steam
chute for laying, proceed with laying the main dome. For
This laying down and helping to take their places (laying down - y the lower edge of the dome, helping - y the top of the ku-floor).
Laying take the control 14th line, put on it
live loop of the 15th sling. With the second hand, straighten the lower edge
> ku between these slings and put the middle of the edge on the
Dock cloth. Continue laying to the factory mark. After that, transfer the unlaid half of the dome to the laid one, move the control 14th line to the right by 2-3 cm and continue laying the dome in the same order to the factory stamp. When installed correctly, the factory stamp on the dome should be located at the top right. At the end of the laying, remove the weights from the dome, tuck the right side of the dome, and then the left along the width of the chamber and put the weights again.
Put the camera on the dome, while helping to keep the dome from moving, preventing weights from being left on the dome. After putting on the camera, trim the edge of the dome and check that it is located at the level of the tape sewn around the perimeter of the camera.
Check that the dome is installed correctly.
To do this, the helper keeps the slings from shifting y of the lower edge, and the laying man, taking the 1st and 28th slings in his hands, passes from the lower edge of the dome to the knapsack. It is necessary to unravel the slings by lifting the knapsack up outward, grasping the slings going down inside. When laying the lines correctly, the 1st and 28th lines should be located at the free ends of the suspension system from above and first from the inside, and on the dome - first from above.
III stage. Packing the dome into the camera and laying the lines. After checking the position of the slings, proceed to the check of the camera with slings. To do this, pass rubber honeycombs through the apron windows and pass slings through them, starting from the lower honeycombs. Pass the slings into the combs by 4-5 cm. After the chamber is checked, they should exit the upper comb on the side of the chamber with 6 gazyrs. Until the end of the check of the slings in the combs, do not close the chambers with pockets.
Then you need to sequentially put the dome into the chamber and tighten the cord of the upper part of the chamber. The link and bridle assembly of the dome and camera must be located outside. Lay the slings in the gazyri. To do this, the laying insert sequentially insert the slings into each gazyr, starting with the upper central gazyr, then the upper right gazyr, the upper left and ending with the lower right gazyr. The slings should not go beyond the limits of the gazyry, and between the gazyry should not allow the formation of a noticeable slack. 60-70 cm of the length of the slings should remain unstowed. During laying, the lines must not be twisted. The formation of slack in individual (stretched during operation) lines up to 400 mm is allowed for the buckles of the free ends. After laying the lines, straighten the canopy and lines of the stabilizing parachute and be ready for the stage check. After checking, close the pockets of the checking combs.
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Rice. 5. Laying parachutes D-5 ser. 2 and 3-5:
about - raspshyuzhenie slings; b- putting on the camera; e - laying a stabilizing dome; g - installation of a parachute device; c - position of lines 3-B; e- refueling knapsack 3-5
Stage IV Laying of the stabilizing dome. For styling
stretch the stabilizer "] the floor to the full length, fold the feathers
stabilizer one to another, without twisting the lines of the dome,
bend the feathers outward twice to the sleeping tapes and put
weight on them. Then put on the stabilizing parachute chamber
on the canopy and lines to the stabilizer rings (carbine - to the top
domes). Knit a thread in two additions of the stabilizer ring and
chambers with a triple simple knot. Then the slings n the dome without re-
put the twist into the chamber and tighten the cord on the chamber. Knot
cord must be tucked inside the chamber. Open the valves of the satchel
to the sides, fold the free ends in half and put on
knapsack.
Be ready to check the stage.
V stage. Tightening the knapsack, mounting the device and the two-cone
castle. After checking stage IV, put the camera with the dome on
slings on the satchel without turning it over. Put sleep on the camera
chala left valve, then right. Take the right power tape
with a buckle ii pass it from above into the ring of the left valve, a le-
the first braid - into the ring of the right valve, while the arrows on the ribbon
max should be turned outward. Power tapes skip
into the windows of the knapsack, put the buckles on the zdmka cones and close the pre-
relatively castle. After that, turn the connection of the flexible halyard
studs with a loop-choke to the loop of the connecting link and pass
sew the halyard into the ring y of the top of the scarf. Slack connector
fold the links between the ring and the loop of the halyard in half and fill
into the fork of the honeycomb on the right valve. The rest of the connection
fold the body link and the stabilizer in a zngzag manner from above on
the knapsack so that the carabiner is on the side of the valve of the knapsack with a pocket
nom for prnbor. Pass the rubber honeycomb on the valve over
cameras in the ring at the bottom of the top y ero satchel and check
tape on the lug of the carabiner. Fill the carabiner "between the rubber bands
honeycombs. Mount parachute device.
To mount an inspected and serviceable PPK-U device on a parachute, you need:
set the altitude to 4000 m;
insert a nut with a bayonet pin into the mounting hole of the two-cone lock plate located closer to the end of the plate;
insert the body of the device into the pocket of the satchel and tie the ribbons;
insert a flexible pin into the device, cock the device and set the time to 3 s;
lock the flexible hairpin thread in one addition with a measure-eight;
lock the loop of connecting the halyard of the flexible hairpin to the ring on the valve of the knapsack of the thread in two additions;
tuck the halyard of the flexible hairpin into the pocket. Mount the final two-cone lock, for this:
holding the buckles with power ribbons, open the lock;
put on the upper cone of the shutter a loop of the exhaust cable
Rings, and on the lower shutter cone - special gray parachute device;
lock the lock with a thread in one folded figure eight;
lower the cable shock absorber to the hose;
check the reliability of the connection of the special screw and the nut and whether the nut with the bayonet pin is completely driven towards the device;
close the two-cone lock with a flap and make sure that the flap is held on the button in the buttoned position.
For this you need:
straighten the main strap;
adjust the suspension system in height by moving the right shoulder girth through the jumper of the OSK-D lock body, and the left one (or both, if the OSK-D lock is not) through the shoulder curved buckle of the main strap;
adjust the suspension system in terms of volume by reducing or increasing the waist girth using rectangular buckles;
podp_at leg girths moved by ribbons through rectangular buckles;
adjust the straps of the backpack pull-up with the help of special tapes and buckles.
Take off your parachute, fill out your passport. After checking the parachute in the goats, place the parachute in the bag and seal the bag.
2. Stowing a reserve parachute
The packing of the reserve parachute is organized similarly to the packing of the main parachute and consists of the following stages: I - inspection of the parachute; II - laying the dome; III - laying lines; IV - laying the dome in the knapsack and tightening the knapsack; V - refueling a satchel, issuing a passport.
Execution of stages
I stage. Inspection of the reserve parachute. It is performed in the same way as the inspection of the main parachute. Particular attention is drawn to the serviceability of the slings and the traction ring. After examining all parts of the parachute, you need to insert the ring into the pocket, and the cable into the flexible hose, and position the intermediate suspension system so that the strap with the clutch is to the right of the canopy.
II stage. Dome lining. Start laying from the 12th line.
On the 12th line, lay the 13th line, straighten the edge
between these straps. The helper straightens the cloth
floor to top. Continue laying in the same order until
water mark. Throwing then unlaid panels on
laid, move the 12th line to the right by 2-3 cm and continue
laying the dome to the factory mark. At the end of the laying
water glue.mo should be located at the top in the middle. Dome
fold across the width of the satchel, bending the right edge, and then le-
wow. If necessary, change weights.
To check the correctness of the laying of the dome, you need to take the 1st and 24th lines and make sure that they are located on the top and next to the middle edges, and on the top and first on the inside on the half rings. Slabnnu from the hood to drive the slings to the half rings.
stage. Sling laying. For laying the sling, it is necessary to put the satchel with honeycombs on top of the intermediate hanging system. The valve with the ring should be located on the left, the rest of the valves are tucked down, and the jumper should pass along the edge of the bottom of the knapsack, located farther from the dome. The slings are laid with a hook, without twisting them, into the left farthest (from the dome) cell, and then alternately into the remaining cells. At a length of 1.4 m to the half-rings, the slings do not fit into the honeycomb. This part of the lines must be laid on the lines in a zigzag pattern across the lines laid in the honeycomb.
stage. Laying the dome vranets and tightening the knapsack. Put the dome on the knapsack so that the lower edge runs along the lintel, fold the rest of the dome in a zig-zag manner onto the knapsack, preventing the dome from “scattering”. Holding the dome with your hand,
Lords on the dome.
Sealing the dome by pressing on it with valves, put the grommet of the lower valve on the cous of the upper valve and insert the auxiliary pin. Similarly, put the second eyelet on the cone, then inserting the hairpin. Spread the pockets of the y pole part evenly on top of the dome and tighten first the left valve (with the ring), and then the right one, inserting the exhaust cable studs instead of the auxiliary studs. Remove the cable slack in the gpb-cue hose to the ring.
V stage. Refueling a satchel, registration of a passport. Refuel
carefully lapels of the valves and fasten the knapsack elastic bands. Re-
side flaps must pass through the fastening rings
knapsack. After examining the entire parachute, fill the pass
port.
3. Attaching a reserve parachute
To attach a reserve parachute, you must: - make sure that the harness is fitted correctly and all carabiners are fastened;
take a parachute;
fasten the fastening carabiners for the half rings on the knapsack;
tighten the fastening straps and tuck them under the grooves of the spare at the bottom of the knapsack;
connect the free ends of the intermediate suspension system to the staples on the main strap, inserting the fingers into the bushings to the end and turning the fingers a quarter of a turn until the ears of the finger fall into their nest.
III. CONTROL PARACHUTE D-5 ser. 4 AND ITS FEATURES
Parachute D-5 ser. 4 is made according to the tiiu of the parachute D-5 ser. 2 and has the same purpose. Its main difference is that the ku-yul is made horizontally controlled, and by means of the free ends of the floating type, you can additionally change the speed of horizontal movement. There is no OOK-D lock on the suspension system either. Additional structural elements, unlike D-5 ser. 2 are (Fig. 6) :
cutouts in the dome, closed with a fishing net, one each in front and behind the dome;
two control lines;
two pairs of free ends, prepared each from one piece of tape, passing through its middle in a rectangular curved buckle of the suspension system;
ends to fix the last one from a random change
scheeia.
There are some other differences in the design. Bec parachute D-5 ser. 4 for jump 17 kg.
Features of laying the parachute D-5 ser. four.
When preparing a parachute for packing, you need to fix the free ends from moving by inserting sharps into pockets. Laying the dome should begin with the 13th sling, and then lay the 14th sling and continue laying. For a right-handed dome, the factory stamp should be located at the top right.
After checking the correct laying of the canopy, tuck the slack in the control lines into the rubber loops. The rest of the D-5 ser. 4 is stowed similarly to the parachute D-5 ser. 2.
Rules for using a controlled dome (Fig. 6, d, e). Until the full filling of the dome, the operation of the parachute D-5 ser. 4 does not differ from the operation of the D-5 parachute ser. 2.
After filling the canopy, the parachutist gets the opportunity to control his canopy both in terms of the horizon and the speed of movement, i.e. move forward or backward at a speed of 2.3 m / s, turn 180 ° in 17 s, apply glide. Landing speed with neutral canopy and calm, no more
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The origin and development of airborne training is connected with the history of parachuting and the improvement of the parachute.
The creation of various devices for safe descent from a great height goes back centuries. A scientifically based proposal of this kind is the invention of Leonardo da Vinci (1452-1519). He wrote: "If a person has a tent of starched linen 12 cubits wide and 12 high, then he can throw himself from any height without danger to himself." The first practical jump was made in 1617, when the Venetian mechanical engineer F. Veranzio made a device and, jumping from the roof of a high tower, landed safely.
The word "parachute", which has survived to this day, was proposed by the French scientist S. Lenormand (from the Greek para– against and French chute- the fall). He built and personally tested his apparatus, having made a jump from the window of the observatory in 1783.
The further development of the parachute is associated with the appearance of balloons, when it became necessary to create life-saving devices. Parachutes used on balloons had either a hoop or spokes so that the canopy was always in the open state, and it could be used at any time. Parachutes in this form were attached under the gondola of the balloon or were an intermediate connecting link between the balloon and the gondola.
In the 19th century, a pole hole began to be made in the parachute dome, hoops and knitting needles were removed from the dome frame, and the parachute dome itself began to be attached to the side of the balloon shell.
The pioneers of domestic parachuting are Stanislav, Jozef and Olga Drevnitsky. Jozef by 1910 had already made more than 400 parachute jumps.
In 1911, G. E. Kotelnikov developed and patented the RK-1 backpack parachute. It was successfully tested on June 19, 1912. The new parachute was compact and met all the basic requirements for use in aviation. Its dome was made of silk, the slings were divided into groups, the suspension system consisted of a belt, chest girth, two shoulder straps and leg girths. The main feature of the parachute was its autonomy, which makes it possible to use it regardless of the aircraft.
Until the end of the 1920s, parachutes were created and improved in order to save the life of an aeronaut or pilot in the event of a forced flight from an aircraft in the air. The escape technique was practiced on the ground and was based on theoretical and practical studies of a parachute jump, knowledge of the recommendations for leaving an aircraft and the rules for using a parachute, i.e., the foundations of ground training were laid.
Without training in the practical performance of the jump, parachute training was reduced to teaching the pilot to put on a parachute, separate from the aircraft, pull out the exhaust ring, and after opening the parachute it was recommended: “when approaching the ground, preparing for the descent, take a sitting position in the help, but so so that the knees are lower than the hips. Do not try to get up, do not strain your muscles, lower yourself freely, and if necessary, then roll on the ground.
In 1928, the commander of the troops of the Leningrad Military District, M. N. Tukhachevsky, was entrusted with the development of a new Field Manual. The work on the draft regulations necessitated the operational department of the headquarters of the military district to prepare an abstract for discussion on the topic "Airborne assault operations in an offensive operation."
In theoretical works, it was concluded that the very technique of landing airborne assault forces and the nature of their combat behind enemy lines place increased demands on the personnel of the landing force. Their training program should be built on the basis of the requirements of airborne operations, covering a wide area of skills and knowledge, since every fighter is registered in the airborne assault. It was emphasized that the excellent tactical training of each member of the landing force must be combined with his exceptional decisiveness, based on a deep and quick assessment of the situation.
In January 1930, the Revolutionary Military Council of the USSR approved a reasonable program for the construction of certain types of aircraft (airplanes, balloons, airships), which should have fully taken into account the needs of a new, emerging branch of the military - air infantry.
On July 26, 1930, the first parachute exercises in the country with jumping from an airplane were opened to test the theoretical provisions in the field of the use of airborne assaults at the airfield of the 11th air brigade in Voronezh on July 26, 1930. 30 paratroopers were trained for the purpose of dropping an experimental airborne assault at the upcoming experimental demonstration exercise of the Air Force of the Moscow Military District. In the course of solving the tasks of the exercise, the main elements of airborne training were reflected.
10 people were selected to participate in the landing. The landing force was divided into two groups. The first group and the detachment as a whole was led by a military pilot, a participant in the Civil War, an enthusiast of the parachute business brigade commander L. G. Minov, the second - by a military pilot Ya. D. Moshkovsky. The main purpose of this experiment was to demonstrate to the participants in the aviation exercise the technique of dropping parachute troops and delivering them the weapons and ammunition necessary for combat. The plan also provided for the study of a number of special issues of parachute landing: the reduction of paratroopers in conditions of simultaneous group drop, the rate of paratrooper drop, the magnitude of their dispersion and the time of collection after landing, the time spent on finding weapons dropped by parachute, and the degree of its safety.
Preliminary training of personnel and weapons before landing was carried out on combat parachutes, and training was carried out directly on the aircraft from which the jump was to be made.
On August 2, 1930, an airplane took off from the airfield with the first group of paratroopers led by L. G. Minov and three R-1 aircraft, which carried two containers with machine guns, rifles, and ammunition under their wings. Following the first, a second group of paratroopers headed by Ya. D. Moshkovsky was thrown out. The paratroopers, quickly collecting parachutes, headed to the assembly point, unpacked the containers along the way and, having dismantled the weapons, began to carry out the task.
August 2, 1930 went down in history as the birthday of the airborne troops. Since that time, the parachute has a new purpose - to ensure the landing of troops behind enemy lines, and a new type of troops has appeared in the Armed Forces of the country.
In 1930, the country's first factory for the production of parachutes was opened, its director, chief engineer and designer was M. A. Savitsky. In April of the same year, the first prototypes of the NII-1 type rescue parachute, PL-1 rescue parachutes for pilots, PN-1 for pilot-observers (navigators) and PT-1 parachutes for training jumps by flight crews were manufactured. Air Force, paratroopers and paratroopers.
In 1931, at this factory, PD-1 parachutes designed by M.A. Savitsky were manufactured, which, starting from 1933, began to be supplied to parachute units.
Created by that time, airborne soft bags (PAMM), paratrooper gasoline tanks (PDBB) and other types of landing containers mainly provided for the parachute drop of all types of light weapons and combat cargo.
Simultaneously with the creation of the production base for parachute construction, research work was widely developed, which set itself the following tasks:
Creation of such a design of a parachute that would withstand the load received after opening when jumping from an aircraft flying at maximum speed;
Creation of a parachute that provides minimal overload on the human body;
Determination of the maximum allowable overload for the human body;
The search for such a shape of the dome, which, at the lowest cost of material and ease of manufacture, would provide the lowest rate of descent of the parachutist and would prevent him from swinging.
At the same time, all theoretical calculations had to be verified in practice. It was necessary to determine how safe a parachute jump is from one or another point of the aircraft at maximum flight speed, to recommend safe methods of separation from the aircraft, to study the trajectory of the parachutist after separation at various flight speeds, to study the effect of a parachute jump on the human body. It was very important to know whether every paratrooper would be able to open the parachute manually or if a special medical selection was necessary.
As a result of research by doctors of the Military Medical Academy, materials were obtained that for the first time highlighted the issues of the psychophysiology of parachute jumping and were of practical importance for the selection of candidates for the training of instructors in parachute training.
To solve the tasks of landing, bombers TB-1, TB-3 and R-5, as well as some types of aircraft of the civil air fleet (ANT-9, ANT-14 and later PS-84) were used. The PS-84 aircraft could transport parachute suspensions, and when loaded internally, it could take 18 - 20 PDMM (PDBB-100), which could be thrown out simultaneously through both doors by paratroopers or crew.
In 1931, the combat training plan of an airborne assault detachment contained parachute training for the first time. To master the new discipline in the Leningrad Military District, training camps were organized, at which seven parachute instructors were trained. Parachute training instructors carried out a lot of experimental work in order to gain practical experience, so they jumped on the water, on the forest, on the ice, with additional cargo, with winds up to 18 m / s, with various weapons, with shooting and throwing grenades in the air.
The beginning of a new stage in the development of airborne troops was laid by a resolution of the Revolutionary Military Council of the USSR, adopted on December 11, 1932, in which it was planned to form one airborne detachment in the Belarusian, Ukrainian, Moscow and Volga military districts by March 1933.
In Moscow, on May 31, 1933, the Higher Parachute School OSOAVIAKHIM was opened, which began the systematic training of paratrooper instructors and parachute handlers.
In 1933, jumping in winter conditions was mastered, the temperature possible for mass jumps, the wind strength near the ground, the best way to land, and the need to develop special paratrooper uniforms convenient for jumping and for actions on the ground during the battle.
In 1933, the PD-2 parachute appeared, three years later the PD-6 parachute, the dome of which had a round shape and an area of 60.3 m 2. Mastering new parachutes, techniques and methods of landing, and having accumulated sufficient practice in performing various parachute jumps, paratrooper instructors gave recommendations for improving ground training, for improving methods of leaving the aircraft.
The high professional level of paratrooper instructors allowed them to prepare 1,200 paratroopers for landing in the autumn of 1935 at the exercises of the Kyiv district, more than 1,800 people near Minsk in the same year, and 2,200 paratroopers at the exercises of the Moscow military district in 1936.
Thus, the experience of the exercises and the successes of Soviet industry allowed the Soviet command to determine the role of airborne operations in modern combat and move from experiments to the organization of parachute units. The Field Manual of 1936 (PU-36, § 7) stated: “Airborne units are an effective means for disorganizing the control and work of the enemy’s rear. In cooperation with troops advancing from the front, paratrooper units can exert a decisive influence on the complete defeat of the enemy in a given direction.
In 1937, in order to prepare civilian youth for military service, the Course of Educational and Sports Parachute Training (KUPP) of the USSR OSOAVIAKhIM for 1937 was introduced, in which task No. 17 included such an element as a jump with a rifle and folding skis.
The teaching aids for airborne training were instructions for packing parachutes, which were also parachute documents. Later, in 1938, the Technical Description and Instructions for Packing Parachutes were published.
In the summer of 1939, a gathering of the best paratroopers of the Red Army was held, which was a demonstration of the enormous successes achieved by our country in the field of parachuting. In terms of its results, the nature and mass nature of the jumps, the collection was an outstanding event in the history of parachuting.
The experiences of the jumps were analyzed, discussed, generalized, and all the best, acceptable for mass training, was brought to the parachute training instructors at the training camp.
In 1939, a safety device appeared as part of the parachute. The Doronin brothers - Nikolai, Vladimir and Anatoly created a semi-automatic device (PPD-1) with a clock mechanism that opens the parachute after a specified time after the paratrooper has separated from the aircraft. In 1940, the PAS-1 parachute device was developed with an aneroid device designed by L. Savichev. The device was designed to automatically open the parachute at any given height. Subsequently, the Doronin brothers, together with L. Savichev, designed a parachute device, connecting a temporary device with an aneroid device and calling it KAP-3 (combined automatic parachute). The device ensured the opening of the parachute at a given height or after a specified time after the separation of the paratrooper from the aircraft in any conditions, if for some reason the paratrooper himself did not do this.
In 1940, the PD-10 parachute with a dome area of 72 m 2 was created, in 1941 - the PD-41 parachute, the percale dome of this parachute with an area of 69.5 m 2 had a square shape. In April 1941, the Air Force Research Institute completed field tests of suspensions and platforms for dropping 45-mm anti-tank guns, motorcycles with sidecars, etc. by parachute.
The level of development of airborne training and paratroopers ensured the fulfillment of command tasks during the Great Patriotic War.
The first small airborne assault in the Great Patriotic War was used near Odessa. It was thrown out on the night of September 22, 1941 from a TB-3 aircraft and had the task of disrupting enemy communications and control with a series of sabotage and fire, creating panic behind enemy lines and thereby pulling part of its forces and means from the coast. Having landed safely, the paratroopers, alone and in small groups, successfully completed the task.
Airborne landing in November 1941 in the Kerch-Feodosiya operation, landing of the 4th airborne corps in January - February 1942 in order to complete the encirclement of the enemy's Vyazemskaya grouping, landing of the 3rd and 5th guards airborne brigades in the Dnieper airborne operation in September 1943 made an invaluable contribution to the development of airborne training. For example, on October 24, 1942, an airborne assault was landed directly on the Maykop airfield to destroy aircraft at the airfield. The landing was carefully prepared, the detachment was divided into groups. Each paratrooper made five jumps day and night, all actions were carefully played.
For the personnel, a set of weapons and equipment was determined depending on the task they performed. Each paratrooper of the sabotage group had a machine gun, two discs with cartridges and an additional three incendiary devices, a flashlight and food for two days. The cover group had two machine guns, the paratroopers of this group did not take some weapons, but had an additional 50 machine gun rounds.
As a result of the detachment's attack on the Maikop airfield, 22 enemy aircraft were destroyed.
The situation that developed during the war required the use of airborne troops both for operations as part of airborne assaults behind enemy lines and for operations from the front as part of guards rifle formations, which placed additional requirements on airborne training.
After each landing, the experience was summarized, and the necessary amendments were made in the training of paratroopers. So, in the manual for the commander of the airborne units, published in 1942, in chapter 3 it was written: “Training in the installation and operation of the material part of the PD-6, PD-6PR and PD-41-1 landing parachutes should be carried out according to the technical descriptions of these parachutes set out in special brochures, ”and in the section“ Fitting weapons and equipment for a combat jump ”it was indicated:“ For training, order to prepare parachutes, rifles, submachine guns, light machine guns, grenades, portable shovels or axes, cartridge pouches, bags for light machine gun magazines, raincoats, knapsacks or duffel bags. In the same figure, a sample of the attachment of a weapon was shown, where the muzzle of the weapon was attached to the main girth with the help of an elastic band or a trencher.
The difficulty of putting a parachute into action using an exhaust ring, as well as the accelerated training of paratroopers during the war, necessitated the creation of a parachute that opens automatically. For this purpose, in 1942, a parachute PD-6-42 was created with a round dome with an area of 60.3 m 2 . For the first time on this parachute, a pull rope was used, which ensured the opening of the parachute by force.
With the development of the airborne troops, the system of training command personnel is developing and improving, which was initiated by the creation in August 1941 in the city of Kuibyshev of the airborne school, which in the fall of 1942 was relocated to Moscow. In June 1943, the school was disbanded, and training continued at the Higher Officer Courses of the Airborne Forces. In 1946, in the city of Frunze, to replenish the officer cadres of the airborne troops, a military parachute school was formed, the students of which were officers of the Airborne Forces and graduates of infantry schools. In 1947, after the first graduation of retrained officers, the school was relocated to the city of Alma-Ata, and in 1959 to the city of Ryazan.
The school program included the study of airborne training (ADP) as one of the main disciplines. The methodology for passing the course was built taking into account the requirements for airborne assault forces in the Great Patriotic War.
After the war, the airborne training course was constantly taught with a generalization of the experience of ongoing exercises, as well as recommendations from research and design organizations. The classrooms, laboratories and parachute camps of the school are equipped with the necessary parachute shells and simulators, models of military transport aircraft and helicopters, slipways (parachute swings), springboards, etc., which ensures that the educational process is conducted in accordance with the requirements of military pedagogy.
All parachutes produced before 1946 were designed for jumping from aircraft at a flight speed of 160–200 km/h. In connection with the emergence of new aircraft and an increase in their flight speed, it became necessary to develop parachutes that ensure normal jumping at speeds up to 300 km / h.
An increase in the speed and altitude of aircraft flight required a fundamental improvement in the parachute, the development of the theory of parachute jumps and the practical development of jumps from high altitudes using oxygen parachute devices, at different speeds and flight modes.
In 1947, the PD-47 parachute was developed and produced. The authors of the design are N. A. Lobanov, M. A. Alekseev, A. I. Zigaev. The parachute had a square-shaped percale dome with an area of 71.18 m 2 and a mass of 16 kg.
Unlike all previous parachutes, the PD-47 had a cover that was put on the main canopy before being placed in a satchel. The presence of the cover reduced the likelihood of the canopy being overwhelmed by lines, ensured the sequence of the opening process and reduced the dynamic load on the parachutist at the time of filling the canopy with air. So the problem of landing at high speeds was solved. At the same time, along with the solution of the main task - ensuring landing at high speeds, the PD-47 parachute had a number of disadvantages, in particular, a large dispersion area for paratroopers, which created a threat of their convergence in the air during a mass landing. In order to eliminate the shortcomings of the PD-47 parachute, a group of engineers led by F.D. Tkachev in 1950 - 1953. developed several variants of landing parachutes of the Pobeda type.
In 1955, the D-1 parachute with an 82.5 m 2 round dome, made of percale, weighing 16.5 kg, was adopted to supply the airborne troops. The parachute made it possible to jump from aircraft at flight speeds up to 350 km/h.
In 1959, in connection with the advent of high-speed military transport aircraft, it became necessary to improve the D-1 parachute. The parachute was equipped with a stabilizing parachute, and the parachute pack, main canopy cover and exhaust ring were also upgraded. The authors of the improvement were the brothers Nikolai, Vladimir and Anatoly Doronin. The parachute was named D-1-8.
In the seventies, a more advanced landing parachute D-5 entered service. It is simple in design, easy to operate, has a single laying method and allows jumping from all types of military transport aircraft into several streams at speeds up to 400 km/h. Its main differences from the D-1-8 parachute are the absence of an exhaust ball parachute, the immediate activation of the stabilizing parachute, and the absence of covers for the main and stabilizing parachutes. The main dome with an area of 83 m 2 has a round shape, made of nylon, the weight of the parachute is 13.8 kg. A more advanced type of D-5 parachute is the D-6 parachute and its modifications. It allows you to freely turn in the air with the help of special control lines, as well as significantly reduce the speed of the parachutist's drift downwind by moving the free ends of the harness.
At the end of the twentieth century, the airborne troops received an even more advanced parachute system - the D-10, which, thanks to the increased area of \u200b\u200bthe main dome (100 m 2), allows you to increase the flight weight of the paratrooper and provides a lower speed of his descent and landing. Modern parachutes, characterized by high deployment reliability and making it possible to perform jumps from any height and at any flight speed of military transport aircraft, are constantly being improved, so the study of parachute jumping technique, the development of ground training methods and practical jumping continues.
Chapter 8
AIRBOARD TRAINING TECHNIQUE
8.1. General provisions of the methodology of airborne training
Airborne training is one of the leading disciplines in the combat training of airborne troops. It includes:
Study of the material part of human landing parachutes and safety parachute devices;
Learning the rules for packing parachutes to make a jump;
Studying the rules for preparing weapons and equipment for a parachute jump;
Ground testing of elements of a parachute jump on shells of an airborne complex;
Organization and conduct of parachute jumps;
Preparation for the landing of weapons, military equipment and cargo and their landing.
A special place in airborne training is occupied by the practical performance of parachute jumps, which are the most important stage in the training of a paratrooper paratrooper.
Learning process - this is an active cognitive activity of soldiers in assimilation of educational material. The process of training in the airborne troops is one of the forms of military labor of servicemen, an important part of their service activities. Its results find their expression in a certain system of knowledge, skills and abilities that trainees acquire under the guidance of their commanders and superiors.
Knowledge- a product of human cognitive activity, a reflection in his mind (in the form of ideas, concepts) of objects and phenomena of the objective world, the laws of nature and society. Skill is a practical action performed on the basis of acquired knowledge. Skill there is a practical action that is distinguished by a high degree of development (“automation”). There is a complex interaction between skills and abilities: in some cases, a skill is an advanced skill, in others, a skill grows on the basis of skills.
Achieving high learning outcomes largely depends on the paths along which the movement from ignorance to knowledge, from incomplete knowledge to more complete is carried out. These ways and means are teaching methods.
Teaching methods - those are the ways and means by which the communication and assimilation of knowledge is achieved, the formation of skills and abilities, the development of high morale and combat qualities, and the combat cohesion of subunits and units is ensured. Each method consists of interrelated elements called learning techniques. In this case, the same techniques can be part of different methods. This or that method gets its name most often according to the leading technique (Table 1).
Depending on the nature of the educational material, these methods can appear in one or another variety that best suits it. What should be guided by choosing one or another method? As you know, at any lesson the leader can set three main didactic or most general educational goals: to impart new knowledge to the soldiers and achieve their deep assimilation; to develop the skills and abilities of the trainees; consolidate knowledge and improve skills and abilities. Achieving the first goal requires mainly such methods as oral presentation, display, conversation; the second is an exercise followed by a brief explanation; the third - independent reading of textbooks, technical literature and other sources, independent training.
High-quality training of personnel for parachute jumps in the shortest possible time requires commanders of all levels to solve a number of complex problems. The task is to ensure, with the minimum expenditure of study time, a deep assimilation of the necessary amount of knowledge and a high level of development of practical skills and abilities. The intensification of the personnel training process is closely connected with the mastery and development of training methods and means, and the all-round improvement of the methodological culture of officers and sergeants. Moreover, the question of the depth of knowledge, the quality of skills and abilities is, in essence, the question of teaching methods, that is, the ability of the class leader to rationally present educational material, organize the practical work of students, and control their actions. The methodological skill of the leader of the lesson is characterized by the ability to find the technique and the means that are needed at a given time, in a given lesson, to effectively apply the method that has already been used many times, taking into account specific learning conditions (composition of trainees, place, visual aids, allotted time). Methodical mastery is also expressed in providing the most appropriate combination of techniques and teaching methods for a given moment.
Therefore, the task of each officer of the airborne troops (and, first of all, the commander of an airborne unit) is to constantly work on methodological training, develop and improve their skills in organizing and conducting all types of airborne training.
Table 1
Basic teaching methods, their varieties and components (techniques)
Teaching methods and their varieties | learning techniques | Leader's actions | Work of trainees |
Oral presentation of educational material ExplanationStoryConversation Explanatoryheuristic Control Display: personal demonstration by the head of the lesson demonstration of the actions of weapons and military equipment demonstration of actions by pre-trained assistants to the leader of the lesson showing the actions of the unit Exercise and workout Touch Motor mental Independent work individual group | Evidence, reasoning, description; demonstration of weapons and military equipment, visual aids; showing tricks and actions Narration, description, reasoning; demonstration of visual aids Extended descriptions and narratives; explanations; demonstration of visual aids Asking questions; explanation; response analysis; demonstration of visual aids Demonstration of techniques and actions for divisions and in general in normal and slow motion; explanation; demonstration of visual aids, weapons and military equipment Learning a technique (action) in divisions and together, at a slow and normal pace; error analysis; re-showing the reception (action); explanation. Performing the reception as a whole Reading; drawing up a plan, abstract, scheme; memorization in parts and as a whole; retelling; practical actions on simulators, military equipment, training weapons, sports equipment | Sets learning objectives; presents the educational material, organizes its perception by the trainees; manages the learning process Declares the purpose of the conversation; formulates questions; listens, corrects and summarizes answers, summarizes Sets learning goals. During the demonstration of techniques and actions, directs the attention of students to the most complex elements, explains the order and rules for their implementation; illustrates the explanation by using visual aids Formulates the purpose of the lesson; gives commands, gives input; using various means creates an environment close to combat; controls the actions of trainees, corrects mistakes, shows techniques. Summing up Indicates the scope and goals of the work, methods of completing the task, organizes the independent work of students, provides them with assistance and checks the results | Actively perceive and comprehend the material presented; carry out the necessary practical actions; keep records; answer questions from the instructor Answer questions; listen and comprehend the answers of comrades, explanations of the leader Watching; after the leader repeat the shown techniques and actions. comprehend the purpose of techniques, actions, the connection of their components Repeat the learned techniques and actions many times; analyze their mistakes; improve acquired skills and abilities comprehend and memorize educational material; perform actions with weapons and military equipment on simulators and gymnastic equipment; improve skills; perform individual tasks |
8.1.1. Requirements for the collection of standards for combat training
airborne troops
Conducting practical exercises on laying parachutes, preparing for the landing of weapons and equipment, ground testing of the elements of a parachute jump is aimed at instilling solid skills in paratroopers in performing all the actions performed in preparing and making a jump. Standards are the main form of control over the degree of assimilation of educational material by military personnel and the quality of motor skills acquired by them.
Regulations - temporary, quantitative and qualitative indicators of the performance by military personnel or subunits of tasks, techniques and actions related to the use of weapons and equipment in the course of combat training.
Standards for checking the readiness of personnel to make parachute jumps, as a rule, have temporary and qualitative components.
Their performance with a positive assessment indicates that the serviceman has sufficient motor skills to allow him to make a parachute jump.
This section provides the basic standards practiced in the airborne training classes.
Regulation No. 1
Packing parachutes for jumping
Terms and conditions fulfillment standard | Time estimate |
||||
Parachutes are in a carrying case | One main and one reserve parachute for two stowers |
Individual assessment when fulfilling the standard
By time | By quality |
|
|
Satisfactorily unsatisfactory |
Great, goodGoodGreat, good satisfactorily Satisfactorilyunsatisfactory |
GoodSatisfactorily Great, good satisfactorily unsatisfactory |
Errors that determine the rating "unsatisfactory":
Regulation No. 2
Mounting weapons and equipment, putting on parachutes
(for submachine gunner, machine gunner, grenade launcher)
Terms and conditionscompliance with the standard | Volume | Under- | Time estimate |
||
One main and one reserve parachute for each; weapons and equipment - according to the regular specialty |
Regulation No. 4
Mounting weapons and equipment, putting on parachutes
to make a jump with shooting in the air
Terms and conditionscompliance with the standard | Volume | Under- | Time estimate |
||
Parachutes are installed in "goats" on racks. Items of equipment - on the personnel: backpack in the stowed position, weapons in the "on the belt" position. Cases and belts for attaching weapons are in backpacks. | One main and one reserve parachute for each; weapon - AKS-74 assault rifles |
Individual assessment of actions in the implementation of standards No. 2 and No. 4
By time | By quality |
|
|
Satisfactorily unsatisfactory |
ExcellentSatisfactorily,Good ExcellentSatisfactorilyunsatisfactory | Excellent (no errors) good (no moretwo mistakes) Satisfactorily (no more than three errors) Great, goodunsatisfactory(more thanthree mistakes) |
The main disadvantages that reduce the rating:
The suspension system has not been adjusted;
The machine belt is not caught by the suspension chest strap
parachute systems;
The backpack has not been moved to the position for landing;
Magazine bags and backpack grenades are not worn on the waist belt;
The loose ends of the reserve parachute straps are not tucked in.
Disadvantages that determine the rating "unsatisfactory":
The carabiner of the suspension system of the parachute or backpack is not fastened;
The reserve parachute bracket is not fixed;
Weapons and equipment interfere with the operation of the parachute.
8.2. The procedure for preparing the leader for the lesson
for airborne training
Airborne training is organized and conducted in accordance with the Combat Training Program for formations and units of airborne troops. In accordance with this program and the planning documents of the headquarters of the unit, class schedules are drawn up in the subdivisions, which indicate the topic, educational issues, place and time of the classes.
Airborne training is conducted by leaders who have a good knowledge of airborne equipment and have practical experience in parachuting.
Leadership training includes:
Clarification of the topic, learning objectives and content of the lesson;
Timing;
Studying the literature on the topic and compiling a plan-outline;
Preparation of material support for the lesson.
Clarification of the learning objectives and content of the lesson allows the leader to more purposefully prepare for the lesson, study in detail, deepen or repeat the material on the topic of the upcoming lesson.
Drawing up a plan-outline is mandatory for every leader. This allows you to think about every detail of the lesson and helps to provide for all the necessary training questions. In drawing up a plan-outline, there are no specific and developed templates for all types of classes. The outline plan is the fruit of the officer's creative work in preparing him for the upcoming lesson. The content of each question and the depth of its presentation are determined by the degree of preparedness of the trainees, educational tasks and the time allotted for the lesson.
The outline plan should provide for: educational goals, educational questions, the method of conducting the lesson, material support, timing, a summary of the educational questions, the actions of the leader and trainees, the sequence of working out educational questions. The outline plan should not be cumbersome. You should not strive to ensure that it contains a detailed description of everything that the leader intends to present in the lesson. The outline plan is not drawn up in order to read it during the lesson. It is designed to guide the leader in the sequence of presentation of the material and to fully cover the educational material.
The assimilation of educational material by personnel always depends on the method of conducting the lesson, material support, the correct distribution of study time and the preparedness of the leader.
The main forms and methods of airborne training are:
Group classes - in the study of the material part of human landing parachutes and safety parachute devices;
Practical exercises - when studying the rules for packing parachutes, as well as the actions of a paratrooper-paratrooper when making a jump;
Training - weekly classes on the shells of the airborne complex when practicing the actions of paratroopers in the process of jumping.
In the course of the training, the leader must apply various methodological techniques in a complex. So, for example, to explain the material part of the parachute, it is advisable to use the logical scheme of the story (explanation), combining it with the show. First, the leader must indicate the purpose of the parachute, its technical and operational characteristics, then name and show the parts of the parachute system, and then tell in detail about their purpose and device, accompanying his story with a display on the material part. At the same time, the parts of the parachute should be named and shown on the packed parachute by the method of its sequential opening in the course of the presentation of the educational material. And when explaining the structure of each part, one must adhere to the following scheme:
Name and show the part;
Specify the purpose of the part;
How the part is arranged and what it has on itself (the presentation should be carried out from top to bottom).
When conducting a practical lesson on packing parachutes, such a methodological technique as a story is used in combination with an exemplary personal demonstration by the leader of the sequence and rules for packing parachutes by stages and elements.
When conducting a lesson on the airborne complex for practicing the elements of a parachute jump, a story is used and the leader shows the rules for making a jump as a whole, and then by elements. After that, the personnel learns the shown actions by elements, and then as a whole. Having learned the actions and understanding their meaning, the trainees proceed to training.
During the lesson, the leader should carefully monitor how the material is absorbed by the trainees. Periodically (and preferably after working out each question), it is necessary to ask personnel control questions in order to determine what information is not learned by the trainees, and also to check whether they make entries in the notebook correctly.
It is advisable to start each next lesson with control interviews in order to check how the material of the previous lesson was mastered by the personnel. Questions should be specific, short, not requiring long detailed answers. Questions should be posed to all trainees and given some time to think about them, after which one of the trainees should be called to answer. This method makes the whole audience think; All personnel must be prepared to answer the question.
In all classes, the leader must instill in the personnel respect for airborne equipment and teach them to handle it with care. It is necessary to constantly inspire trainees that careful attitude to the parachute ensures its serviceability, and this, in turn, guarantees the safety of the jump.
Material support plays an important role in the successful, high-quality conduct of the lesson. The necessary material base should be prepared in advance and concentrated at the place of employment. The quality of the lesson is noticeably reduced if conventions are allowed on it due to the lack of the necessary material part.
During the entire lesson, the leader must monitor the discipline of the trainees, require subordinates to comply with the statutory provisions when answering questions, when addressing elders, etc.
The teacher is obliged to supervise the work of the personnel in the most expedient way to record the material being studied in notebooks, that is, to highlight in his story those places that need to be written down and give time for this.
At the end of the lesson, it is recommended to sum up, give an overall assessment of the work of the platoon in the lesson, note which of the trainees mastered the material well, and who poorly understood the material presented. To these trainees, the leader should indicate what training issues they need to further study, as well as assign a well-trained paratrooper to assist those who are lagging behind. Next, the leader should set the task for self-training and indicate the literature for training.
8.3. Organization and methodology of the lesson
for the study of the material part of human landing parachutes and safety parachute devices
In this lesson, the goal is to study the design of the D-6 series 4 landing parachute system, to familiarize students with the work and interaction of parachute parts when deployed in the air.
The following study questions should be considered:
1. Purpose and technical and operational characteristics of the parachute.
2. Parts of the parachute system D-6 series 4.
3. Purpose and arrangement of parachute parts.
4. Work and interaction of parts of the parachute in the air.
To save study time, material support must be received the day before and the place for the lesson should be prepared in advance. The material base must ensure the quality of the lesson and must necessarily include the D-6 series 4 parachute system in the open form, one or two parachutes in the stowed form, marching panels, posters on the material part of the parachute, pointer, blackboard. Prior to the start of the lesson, it is necessary to place an open parachute on the field cloth in the following sequence: a stabilizing system chamber, a stabilizing system, a main parachute chamber, a main canopy with slings, a satchel with a suspension system, a manual opening link, an instrument, a passport, a bag. The packed parachutes intended to show the opening process should be placed on another panel. For the convenience of the demonstration and greater mobility of the parts, it is advisable to have a separate suspension system, a satchel, and a main parachute chamber during the lesson. This will allow the trainees, during self-study, to approach the poster, which shows the parts of the harness, with the real harness in hand, in order to better understand its structure.
Trainees should be placed along the material part laid out on the cloth so that everyone can see all the details of the parachute.
When explaining the structure of the parts of the parachute, more attention should be paid to those details that will be used during subsequent lessons. For example, metal rings on the camera of the stabilizing system and on the feathers of the stabilizer, lines No. 14 of the main canopy, etc.
The time allotted for this lesson is 2 hours.
INTRODUCTION
The head of the lesson accepts the report of the deputy platoon commander on the readiness of the personnel for the lesson, checks the appearance of the subordinates, whether they have notebooks for notes and the readiness of the trainees for the start of the lesson. After that, the leader names the topic and objectives of the lesson, briefly introduces the subordinates to the program of the upcoming classes on the VDP, what they will have to study in the near future, what jumps they will have to make in the training period. It is also necessary to name the types of parachutes that are in the supply of the airborne troops, and which of them the trainees will have to master.
Time - 5 - 10 minutes
MAIN PART
It is recommended to start the main part of the lesson with the general characteristics of the parachute. Putting a parachute on one of the squad commanders, the leader tells what the parachute is intended for, from which planes and helicopters you can jump with it, what is the minimum altitude for using a parachute, the rate of descent, etc. It is recommended to write down the characteristics of the parachute system on the blackboard. To make sure that the trainees have mastered the material, the leader asks several control questions on the characteristics of the parachute system. The survey should not take more than 5 minutes. The whole study question is given 10-15 minutes.
Then the leader proceeds to a detailed presentation of the purpose and arrangement of the parts of the parachute. The sequence of presentation should be as follows:
Name and show all parts of the parachute system;
Tell about the purpose and structure of each part of the parachute.
Parts of the parachute must be named according to the order in which they come into operation, that is, starting with the chamber of the stabilizing system. The display must be carried out on an open parachute, on posters, as well as visible parts are shown on a packed parachute.
The story about the device of each part should be carried out according to the scheme:
Name and show the part;
Specify the purpose of the part;
Name its form (if it is explicitly expressed);
Name the material from which the part is made;
Indicate numerical data (area, length, weight, strength, etc.);
Tell how the part is arranged and what it has on itself
(the presentation should be carried out from top to bottom).
The story about the purpose of each part of the parachute system should be accompanied by a practical demonstration of the operation of this part (by successive opening of the parachute). For example, when talking about the purpose of a stabilizing system, the manager first talks about the purpose, and then, repeating the appointment, accompanies his story with a demonstration of the work of the stabilizing system. To assist in the display, two pre-trained squad leaders should be involved. When explaining the structure of the main dome, it is necessary to use the scheme of the dome in plan, and also give the trainees the opportunity to practically familiarize themselves with its details. To do this, the dome (if possible) should be deployed so that the trainees can see all its details (reinforcing frame, edge, slots, etc.).
Chapter 8
AIRBOARD TRAINING TECHNIQUE
8.1. General provisions of the methodology of airborne training
Airborne training is one of the leading disciplines in the combat training of airborne troops. It includes:
study of the material part of human landing parachutes and safety parachute devices;
learning the rules for packing parachutes to make a jump;
studying the rules for preparing weapons and equipment for a parachute jump;
ground testing of elements of a parachute jump on shells of an airborne complex;
organizing and conducting parachute jumps;
preparation for the landing of weapons, military equipment and cargo and their landing.
Learning process - this is an active cognitive activity of soldiers in assimilation of educational material. The process of training in the airborne troops is one of the forms of military labor of servicemen, an important part of their service activities. Its results find their expression in a certain system of knowledge, skills and abilities that trainees acquire under the guidance of their commanders and superiors.
Knowledge- a product of human cognitive activity, a reflection in his mind (in the form of ideas, concepts) of objects and phenomena of the objective world, the laws of nature and society. Skill is a practical action performed on the basis of acquired knowledge. Skill there is a practical action that is distinguished by a high degree of development (“automation”). There is a complex interaction between skills and abilities: in some cases, a skill is an advanced skill, in others, a skill grows on the basis of skills.
Achieving high learning outcomes largely depends on the paths along which the movement from ignorance to knowledge, from incomplete knowledge to more complete is carried out. These ways and means are teaching methods.
Teaching methods - those are the ways and means by which the communication and assimilation of knowledge is achieved, the formation of skills and abilities, the development of high morale and combat qualities, and the combat cohesion of subunits and units is ensured. Each method consists of interrelated elements called learning techniques. In this case, the same techniques can be part of different methods. This or that method gets its name most often according to the leading technique (Table 1).
Depending on the nature of the educational material, these methods can appear in one or another variety that best suits it. What should be guided by choosing one or another method? As you know, at any lesson the leader can set three main didactic or most general educational goals: to impart new knowledge to the soldiers and achieve their deep assimilation; to develop the skills and abilities of the trainees; consolidate knowledge and improve skills and abilities. Achieving the first goal requires mainly such methods as oral presentation, display, conversation; the second is an exercise followed by a brief explanation; the third - independent reading of textbooks, technical literature and other sources, independent training.
High-quality training of personnel for parachute jumps in the shortest possible time requires commanders of all levels to solve a number of complex problems. The task is to ensure, with the minimum expenditure of study time, a deep assimilation of the necessary amount of knowledge and a high level of development of practical skills and abilities. The intensification of the personnel training process is closely connected with the mastery and development of training methods and means, and the all-round improvement of the methodological culture of officers and sergeants. Moreover, the question of the depth of knowledge, the quality of skills and abilities is, in essence, the question of teaching methods, that is, the ability of the class leader to rationally present educational material, organize the practical work of students, and control their actions. The methodological skill of the leader of the lesson is characterized by the ability to find the technique and the means that are needed at a given time, in a given lesson, to effectively apply the method that has already been used many times, taking into account specific learning conditions (composition of trainees, place, visual aids, allotted time). Methodical mastery is also expressed in providing the most appropriate combination of techniques and teaching methods for a given moment.
Therefore, the task of each officer of the airborne troops (and, first of all, the commander of an airborne unit) is to constantly work on methodological training, develop and improve their skills in organizing and conducting all types of airborne training.
Table 1
^
Basic teaching methods, their varieties and components (techniques)
| Teaching methods and their varieties | learning techniques | Leader's actionslessons | Work of trainees |
| ^ Oral presentation of educational material ExplanationStoryLecture Conversation ExplanatoryheuristicControl Display: Personal demonstration by the class leader Demonstration of the actions of weapons and military equipment Demonstration of actions by pre-trained assistants to the leader of the lesson Unit activity display Exercise and workout Touch Motor mental ^ Independent work individual group | Evidence, reasoning, description; demonstration of weapons and military equipment, visual aids; showing tricks and actions Narration, description, reasoning; demonstration of visual aids Extended descriptions and narratives; explanations; demonstration of visual aids Asking questions; explanation; response analysis; demonstration of visual aids Demonstration of techniques and actions for divisions and in general in normal and slow motion; explanation; demonstration of visual aids, weapons and military equipment Learning a technique (action) in divisions and together, at a slow and normal pace; error analysis; re-showing the reception (action); explanation. Performing the reception as a whole Reading; drawing up a plan, abstract, scheme; memorization in parts and as a whole; retelling; practical actions on simulators, military equipment, training weapons, sports equipment | Sets learning objectives; presents the educational material, organizes its perception by the trainees; manages the learning process Declares the purpose of the conversation; formulates questions; listens, corrects and summarizes answers, summarizes Sets learning goals. During the demonstration of techniques and actions, directs the attention of students to the most complex elements, explains the order and rules for their implementation; illustrates the explanation by using visual aids Formulates the purpose of the lesson; gives commands, gives input; using various means creates an environment close to combat; controls the actions of trainees, corrects mistakes, shows techniques. Summing up Indicates the scope and goals of the work, methods of completing the task, organizes the independent work of students, provides them with assistance and checks the results | Actively perceive and comprehend the material presented; carry out the necessary practical actions; keep records; answer questions from the instructor Answer questions; listen and comprehend the answers of comrades, explanations of the leader Watching; after the leader repeat the shown techniques and actions. comprehend the purpose of techniques, actions, the connection of their components Repeat the learned techniques and actions many times; analyze their mistakes; improve acquired skills and abilities comprehend and memorize educational material; perform actions with weapons and military equipment on simulators and gymnastic equipment; improve skills; perform individual tasks |
^ 8.1.1. Requirements for the collection of standards for combat training
airborne troops
Conducting practical exercises on laying parachutes, preparing for the landing of weapons and equipment, ground testing of the elements of a parachute jump is aimed at instilling solid skills in paratroopers in performing all the actions performed in preparing and making a jump. Standards are the main form of control over the degree of assimilation of educational material by military personnel and the quality of motor skills acquired by them.
Regulations - temporary, quantitative and qualitative indicators of the performance by military personnel or subunits of tasks, techniques and actions related to the use of weapons and equipment in the course of combat training.
Standards for checking the readiness of personnel to make parachute jumps, as a rule, have temporary and qualitative components.
Their performance with a positive assessment indicates that the serviceman has sufficient motor skills to allow him to make a parachute jump.
This section provides the basic standards practiced in the airborne training classes.
Regulation No. 1
Packing parachutes for jumping
| Terms and conditions fulfillment standard | Volume work | Under- leniya | Time estimate |
||
| Exc. | Chorus. | Satisfactory |
|||
| Parachutes are in a carrying case | One main and one reserve parachute for two stowers | 2 people Company | 45 min. 15 minutes. | 1 hour 30 minutes. | 1 hour 45 min. |
^ Individual assessment when fulfilling the standard
^
Errors that determine the rating "unsatisfactory":
Regulation No. 2
(for submachine gunner, machine gunner, grenade launcher)
Terms and conditionscompliance with the standard | Volumework | Under-sectionleniya | Time estimate |
||
| Exc. | Chorus. | Satisfactory |
|||
| | One main and one reserve parachute for each; weapons and equipment - according to the regular specialty | 2 people company | 8 min. 25 min. | 10 min. 30 minutes. | 15 minutes. |
Regulation No. 4
Mounting weapons and equipment, putting on parachutes
to make a jump with shooting in the air
Terms and conditionscompliance with the standard | Volumework | Under-sectionleniya | Time estimate |
||
| Exc. | Chorus. | Satisfactory |
|||
| Parachutes are installed in "goats" on racks. Items of equipment - on the personnel: backpack in the stowed position, weapons in the "on the belt" position. Cases and belts for attaching weapons are in backpacks. | One main and one reserve parachute for each; weapon - AKS-74 assault rifles | 2 people | 5 minutes. | 7 min. | 9 min. |
^
Individual assessment of actions in the implementation of standards No. 2 and No. 4
The main disadvantages that reduce the rating:
the suspension system has not been adjusted;
the belt of the machine is not caught by the chest jumper
the backpack is not transferred to the position for landing;
shopping bags and backpack grenades are not worn on the waist belt;
the free ends of the reserve parachute straps are not tucked in.
the carabiner of the suspension system of the parachute or backpack is not fastened;
the reserve parachute bracket is not fixed;
weapons and equipment interfere with the operation of the parachute.
^ 8.2. The procedure for preparing the leader for the lesson
for airborne training
Airborne training is organized and conducted in accordance with the Combat Training Program for formations and units of airborne troops. In accordance with this program and the planning documents of the unit headquarters, the subdivisions draw up class schedules that indicate the topic, educational issues, place and time of the classes.
Airborne training is conducted by leaders who have a good knowledge of airborne equipment and have practical experience in parachuting.
Leadership training includes:
clarification of the topic, learning objectives and content of the lesson;
timing;
studying the literature on the topic and drawing up a plan-outline;
preparation of material support for the lesson.
Drawing up a plan-outline is mandatory for every leader. This allows you to think about every detail of the lesson and helps to provide for all the necessary training questions. In drawing up a plan-outline, there are no specific and developed templates for all types of classes. The outline plan is the fruit of the officer's creative work in preparing him for the upcoming lesson. The content of each question and the depth of its presentation are determined by the degree of preparedness of the trainees, educational tasks and the time allotted for the lesson.
The outline plan should provide for: educational goals, educational questions, the method of conducting the lesson, material support, timing, a summary of the educational questions, the actions of the leader and trainees, the sequence of working out educational questions. The outline plan should not be cumbersome. You should not strive to ensure that it contains a detailed description of everything that the leader intends to present in the lesson. The outline plan is not drawn up in order to read it during the lesson. It is designed to guide the leader in the sequence of presentation of the material and to fully cover the educational material.
The assimilation of educational material by personnel always depends on the method of conducting the lesson, material support, the correct distribution of study time and the preparedness of the leader.
The main forms and methods of airborne training are:
group classes - in the study of the material part of human landing parachutes and safety parachute devices;
practical exercises - when studying the rules for laying parachutes, as well as the actions of a paratrooper-paratrooper when making a jump;
training - weekly exercises on the shells of the airborne complex when practicing the actions of paratroopers in the process of jumping.
Name and show the part;
Specify the purpose of the part;
Name its form (if it is explicitly expressed);
Name the material from which the part is made;
Indicate numerical data (area, length, weight, strength, etc.);
how the part is arranged and what it has on itself (the presentation should be carried out from top to bottom).
When conducting a lesson on the airborne complex for practicing the elements of a parachute jump, a story is used and the leader shows the rules for making a jump as a whole, and then by elements. After that, the personnel learns the shown actions by elements, and then as a whole. Having learned the actions and understanding their meaning, the trainees proceed to training.
During the lesson, the leader should carefully monitor how the material is absorbed by the trainees. Periodically (and preferably after working out each question), it is necessary to ask personnel control questions in order to determine what information is not learned by the trainees, and also to check whether they make entries in the notebook correctly.
It is advisable to start each next lesson with control interviews in order to check how the material of the previous lesson was mastered by the personnel. Questions should be specific, short, not requiring long detailed answers. Questions should be posed to all trainees and given some time to think about them, after which one of the trainees should be called to answer. This method makes the whole audience think; All personnel must be prepared to answer the question.
In all classes, the leader must instill in the personnel respect for airborne equipment and teach them to handle it with care. It is necessary to constantly inspire trainees that careful attitude to the parachute ensures its serviceability, and this, in turn, guarantees the safety of the jump.
Material support plays an important role in the successful, high-quality conduct of the lesson. The necessary material base should be prepared in advance and concentrated at the place of employment. The quality of the lesson is noticeably reduced if conventions are allowed on it due to the lack of the necessary material part.
During the entire lesson, the leader must monitor the discipline of the trainees, require subordinates to comply with the statutory provisions when answering questions, when addressing elders, etc.
The teacher is obliged to supervise the work of the personnel in the most expedient way to record the material being studied in notebooks, that is, to highlight in his story those places that need to be written down and give time for this.
At the end of the lesson, it is recommended to sum up, give an overall assessment of the work of the platoon in the lesson, note which of the trainees mastered the material well, and who poorly understood the material presented. To these trainees, the leader should indicate what training issues they need to further study, as well as assign a well-trained paratrooper to assist those who are lagging behind. Next, the leader should set the task for self-training and indicate the literature for training.