|
|
|
TASK
Describe Stinger training concepts and moving target simulator (MTS) training.
CONDITIONS
Given information on the concepts of Stinger training and MTS training.
STANDARDS
Demonstrate competency of the task skill and knowledge by responding to the multiple-choice test covering concepts on Stinger training and MTS training.
To be effective, training must prepare Stinger crews to do their jobs in combat. To have proficient Stinger crews, adequate time must be made available to conduct realistic training in tactical field exercises. Enough time must also be made available to conduct refresher training in weapon handling and practice engagements. A training program for Stinger personnel must be well planned. It must also remain flexible. Mission needs may dictate that a short intensified program be conducted. However, the goal is still to develop and maintain Stinger gunner and crew skills at a high level. This lesson discusses some factors to consider in training to reach that goal. Planning and preparing military training are covered in FM 21-6. The Stinger platoon's parent unit commander has the authority and responsibility for planning, directing, conducting, and supervising training. He trains his crews to the highest degree of operational readiness allowed by the available ability of-
He accomplishes this by using his officers and noncommissioned officers (NCO) to schedule and conduct planned training.
The commander assesses the proficiency of the unit and individual based on-
This assessment is essential to the success of the training program for Stinger crews and is used to identify training needed. The following procedures will assist the commander in making the assessments.
Current Proficiency
To determine each individual's proficiency, analyze the experience level in his assigned position, including results of previous training.
Evaluate the overall training level of the section. Conduct maintenance inspections, equipment operating tests, operational readiness training tests (ORTT), field exercises, and team quick-reaction drills.
Review the results of the last SQT and ARTEP to see if any deficiencies surface because of poor team performance.
Training Standards
To determine what training will be necessary to meet required training standards, compare the results of the gunner's current proficiency with the required training standards contained in the soldier's manual. This comparison will show the levels of training required to bring the gunner's proficiency up to the proper standards.
Time Available
To determine how much time is available to achieve the required standards, examine the section's overall mission requirements and other obligations; then evaluate how much training is needed.
Resources Required
To determine what resources are required to train each crew member, refer to FM 44-18-1, Chapter 13, "Stinger Training Devices and Materials," for innovative solutions to overcome possible shortfalls. Also refer to the latest ARTEP and any unacceptable scores received on the latest SQT. These are indicators of training resources required for further training. Review previous training experiences of the section which indicate previous resources used.
Resources Available
To determine what resources are available to conduct gunner training, inventory section equipment and evaluate its readiness; determine what assistance is available from supporting units and higher headquarters; and examine available training facilities.
Reconcile All Considerations
Differences between resources required and resources available will affect the time required to conduct the training and the section's ability to meet the required standards.
Training of both individuals and teams must be performance oriented. To accomplish this, the commander/trainer must ask three questions when making a training program-
TASK: Select and occupy a position.
CONDITIONS: Crew is given location, primary sector of search, and 1:50,000 map of the area.
STANDARDS: Crew chief conducts ground reconnaissance while the gunner maintains a ready status.
Crew chief selects primary and alternate positions on the ground.
Crew occupies position within 30 minutes.
Selected positions-
The tasks, conditions, and training standards of proficiency are specified in appropriate training documents as follows:
The goal of the annual Stinger training program is to maintain Stinger crew, section, and platoon skills throughout the training year. The program achieves its goals through continuous reinforcement training. It is composed of-
This program is designed to prevent your skills from deteriorating with time. It provides a mix of crew drill training, simulated firing, and live firing. Each type of training reinforces the other, and is an essential part of the overall training. The training program is based on two principles. Train from simple to complex. Begin with simple drill exercises, using simulation devices, and work up to complex ARTEP evaluations. Precede live firings with simulation devices. Train engagement skills repetitively. The skills taught in each step are repeatedly used in succeeding steps.
Stinger Training Guidance
Schedule training well in advance and organize it to take advantage of existing time and resources. Training should be scheduled for a whole year. Detailed monthly training schedules should be prepared. This tells both leaders and soldiers how time is used, where training takes place, and the subject being taught. Also it tells who is responsible for the training, what equipment is needed, what references are available, and what, if any, coordinating instructions are necessary. Prepare these schedules as far in advance as possible to ensure all crews and individuals are prepared for training.
Train Under Realistic Conditions. Combat is hard to simulate, but you cannot train good Stinger crews without simulating the pressures, noises, or other problems experienced in combat.
Conduct Training With Supported Units. Whenever possible, arrange to conduct tactical training with the units you will support in combat. Stinger crews must habitually work with the units they support.
Concentrate Training in Areas Where it is Most Needed. Do not waste time by training in the skills your crews and soldiers have already mastered. Know where the weak spots are and train to correct them.
Cross-Train All Crew Members. When each crew member becomes proficient in his own job, train him to do the other crew member's job. For example, train the gunner to operate the crew's radio.
Individual and Crew Training
The soldier's manual is a key element in individual training. It serves as a basis for the SQT. By studying his manual, a Stinger crew member can determine what makes up his SQT and how to prepare for it. The Stinger Soldier's Manual, FM 44-16S, identifies those tasks needed to refine an individual's basic skills.
Mastering individual skills is the beginning of an effective Stinger crew. Proficiency in these tasks ensures that Stinger crews will be able to meet the threat's challenge. The tasks are broken into two groups. The first group is common tasks. These tasks must be mastered by all Stinger personnel. The second group lists those tasks required by duty position or proficiency level. When individual standards are met, the Stinger crew and section must function together where Stinger gunnery and tactics are combined. Only after all Stinger personnel have been trained to perform these tasks at the required standards will the crew be able to effectively accomplish its mission on the battlefield.
The training required for specific Stinger tasks can be found in the appropriate lesson or learning event of this manual.
Tactical Training
Quick-Reaction Drills. Quick-reaction drills develop team work. They are used to develop quick-reaction where time is important. An example is a situation where a crew must defend against aircraft making an attack against a convoy. Crews should practice the drills with the same precision as a well-executed football play. The drills are easy to prepare, can be conducted almost anywhere, and will take only a few minutes.
Terrain Walk. The terrain walk is a proven method of training. When used, it should be completed with leaders first and then with troops. It involves nothing more than a leader (any leader) taking his men on a tour (by foot or vehicle) over a predetermined route and discussing applications of various tactical principles and techniques along the route.
The objective is to give the crew members an appreciation for various tactics or techniques in the employment of Stinger. An informal, two-way question and answer procedure is the most productive.
Few methods of training will implant tactical concepts better than a well-conducted terrain walk. For example, this terrain walk can be used to point out how a Stinger crew can support a company team on a forward movement (Figure 108).
The principle purpose for conducting a terrain model exercise is to reinforce the training each Stinger crew member received in the classroom-prior to undergoing a practical exercise in the field. The terrain model exercise is really a small tactical exercise in which each man can see how he fits into the whole picture.
The terrain model exercise permits the leader to-
Field Training Exercise. Another way to train the crews and section is the field training exercise. This exercise should be conducted under complete tactical conditions so that all aspects of training are exercised. The field training exercise obviously requires more training and preparation than the previous methods. It requires a scenario, an operation order, and control personnel. The best way to start the exercise is with an alert and movement to an assembly area. From this point it can take any form you desire, depending on your training needs.
Field Handling Training (FHT) M60
The Stinger gunner uses the field handling trainer (FHT) to practice basic manual skills of weapon handling, operation, sighting, and ranging. The FHT can be used to visually track actual aircraft or radio-controlled targets. It also allows the gunner to practice mating/removal of the grip-stock and insertion/removal of the BCU.
The FHT has the same size, weight, and external appearance as the Stinger weapon-round. Controls and mechanical operation are the same as the weapon-round; however, indications of target acquisition are not provided. Each Stinger crew is issued one FHT (Figure 109).
Note: The FHT can be easily identified by the four 1-inch bronze squares on the front and rear sections of the trainer.
Training Set guided Missile M134
The M134 training set consists of the tracking head trainer (THT), five rechargeable NI-CAD batteries, an IFF simulator with cable, and a shipping and storage container. This training set is used by the gunner to develop and maintain proficiency in tracking aircraft and firing the Stinger weapon (Figure 110).
Tracking Head Trainer. The trainer consists of the launch tube assembly (which contains the missile simulator), gripstock assembly, and a performance indicator. The trainer has the same general appearance as the weapon-round except for the performance indicator assembly. This assembly is strapped near the aft end of the launch tube. The trainer weighs about 38 pounds (Figure 110).
Trainer Battery. The external appearance of the trainer battery is similar to the BCU except that the trainer battery is approximately 3 inches longer and about twice as heavy. At least 15 training missions of 47 seconds each are possible with a fully charged battery (Figures 110 and 111).
The IFF simulator provides random, simulated IFF interrogation responses to the audio device in the trainer as on the weapon (Figure 110).
Further description of the training set and ancillary equipment is found in TM 9-6920-429-12. Use of the THT for gunner evaluation is found, where appropriate, in Chapters 15 and 16 of FM 44-18-1.
Electrical components provide the same audiovisual indications as the weapon when acquiring and tracking a target. Electrical power is provided by a rechargeable NI-CAD battery. Batteries are recharged on a battery charger (Figure 110).
The missile simulator has two major parts: the seeker section and the coolant reservoir assembly (gas bottle). The seeker works the same as the seeker on the weapon. The gas bottle contains pressurized argon gas which cools the seeker during each training mission. Under normal conditions, eighty 47-second practice engagements can be completed when the gas bottle has been fully pressurized (Figure 110).
The performance indicator displays the gunner's progress in a simulated engagement. It provides indications that the gunner has-
Moving Target Simulator (MTS M87A1)
The MTS M87A1 provides representative sights and sounds of aircraft expected to be encountered by Stinger gunners. Environmental realism is achieved through the use of a large display area, aircraft presentation, and sound. Aircraft images are projected on a curved display screen. The stereophonic sound is provided by recorded sound strips on the aircraft motion picture film. Another projector superimposes an IR spot on the aircraft image to complete the simulation of the tactical environment (Figure 112).
There are two training stations. Each one is capable of accommodating an instructor and a gunner with a Stinger THT. To the rear of the training station is an observation area from which other gunners can observe the engagement sequence (Figure 112).
The MTSs are located at major installations in the Continental United States (CONUS) and overseas. A complete description of the MTS is found in TM 9-6920-427-10.
Launch Simulators
Stinger simulator devices under development are the Stinger launch simulator (STLS) and the THT/launch simulator (LS). The STLS launches a dummy projectile and simulates an actual missile launch. This device allows every gunner an opportunity to fire a weapon (launch a dummy missile). The THT/LS produces a simulated backblast effect when fired. Because of this, Stinger gunners using the THT/LS are more visible during field training exercises. This not only allows them to be more effectively evaluated but also allows them to enjoy a greater sense of participation in the exercise.
Guided Missile Target, Miniature FQM-117A
The FQM-117A is a durable target capable of providing an accurate simulation of an attacking aircraft. An IR source device can be attached to the target. This device provides the gunner practice in tracking and ranging. FQM-117As are available through the local Training and Audiovisual Support Center (TASC) (Figure 113).
Beseler Cue/See
The Beseler Cue/See is used with the training extension course (TEC) lessons. It can be used for training in all aspects of Stinger gunner procedures. The lessons are presented via a super 8-mm continuous loop cartridge projected on a 6- by 8-inch screen. The Beseler's light weight and small size allow it to be used almost anywhere. Eight Beseler Cue/Sees are issued to a combat arms battalion/squadron (Figure 114).
This device is best used with one or two soldiers at a time. However, the lesson may be shown to a large group, if necessary. After completing each TRC lesson, the soldier completes a written test. If he answers all training objectives correctly, he goes on to the next lesson.
The local TASC has a catalog of all TEC lessons produced by Army service schools.
Training Films
US Army training films can be used to support the instruction of Stinger personnel in both Army-wide skills and in Stinger operations (Figure 115). DA Pamphlet 108-1 is an index of Army motion pictures and related audiovisual aids. It lists available training films and other audiovisual materials. Films of particular interest to trainers are-
Films and projection equipment are obtained from TASC. Specific Stinger training films/television tapes that are in production include-
Films
Introduction to the Stinger Guided Missile System (U), TF 44-6076 (color-20 minutes).
Stinger Weapon System-IFF Programming (U), to be produced (color-15 minutes).
Stinger Gunner-Target Engagement Procedures (U), to be produced (color-20 minutes).
Television Tapes
Stinger-Assembly, Checks, and Transportation, TVT 44-138 (color-20 minutes).
Stinger Employment, TVT 44-140 (color-20 minutes).
Stinger Team-Quick Reaction Drills, TVT 44-139 (color-20 minutes).
Publications
The DA Pamphlet 310-series supports the training of Stinger personnel. Of particular importance are DA Pamphlets 310-1 and 310-12. Each of these pamphlets is cross-indexed by subject and is updated by the distribution of changes as required.
To achieve a high state of proficiency, Stinger gunners must receive proper gunner training. If proficiency is to be maintained at an acceptable level, training must be standardized, increased, and scheduled at regular intervals.
The MTS is the most effective single training device for training Stinger gunners. The MTS training must be supplemented by live-tracking exercises. This is because of background IR discrimination training requirements. The units, which have MTS facilities nearby and use them, show a higher proficiency level which is proportional to the amount of time spent tracking targets. It is critical that where MTS facilities are available gunners receive regular scheduled training in Stinger weapon handling and tracking. (Figure 116).
Some units having Stinger sections do not have access to an MTS. In this case, Stinger trainer personnel must use other methods of training their gunners to engage targets. Use of video-controlled miniature aerial targets (RCMAT) can meet the requirement for Stinger gunners to simulate engagement of targets. The RCMAT is suitable for use with the THT to train gunners to track live targets (Figure 117).
If the section is located near a military air base or civilian airport, gunners can receive meaningful training in tracking live aircraft. Money restraints restrict opportunities for Stinger sections to have tactical military aircraft for training purposes. The Stinger training manager or trainer can overcome this problem by using some innovations. For example, the trainer may ask the other services to have Stinger gunners practice engagement of their tactical aircraft. This could entail busing Stinger personnel to an Army airfield or Air Force base.
Section and crew chiefs can offer their gunners valuable, meaningful training by setting up a tracking range. Examples of suitable areas are-
Tracking and simulated engagements of live aircraft with the THT give Stinger gunners more realism. The realistic aspects of engaging real aircraft during bombing and strafing runs are not found in the other training methods. This is where the gunner receives background IR discrimination training.
To maintain proficiency, Stinger gunners must track and practice engagement of aerial targets frequently. However, because of the high cost of using real aircraft, it is difficult to obtain sufficient tracking practice. To overcome this training limitation, more gunner training must be done at the home station, using innovative training techniques and devices to simulate real aircraft. This training requirement has been met with the development and use of RCMAT as flying targets in unit training areas.
The RCMAT is a durable target capable of providing simulation of an attacking aircraft. It provides a target for detection, acquisition, tracking, and simulated firing with the Stinger weapon.
RCMAT, FQM-117A
As a practical matter, the target's usage is limited by the imagination of the unit commanders, the target operator's skill, and the restraints of range safety. The target can be flown in any weather. The visual reference required for flying is normally the limiting factor. Surface winds 25 knots or below do not restrict the system's usage.
A second characteristic is the "combative" nature of the miniature missile target. The maneuver capabilities of the target match those of any full-size, fixed-wing aircraft and the use of these maneuvers is under the direction of the instructor. Thus, the target can challenge the gunner by flying in a realistic manner, taking full advantage of terrain features, evasive maneuvers, and scale speed.
This unrestricted presentation capability introduces a competition between target and gunner that holds the attention of the personnel in the training area. Improved morale based on this competition is a most important element in the FQM-117A's success to date.
Another characteristic of the system is the low level of logistic support required.
FQM-117A's are available through training and TASC. They are normally issued in kit form.
Assembly and operation of the FQM-117A is the responsibility of the using unit, normally the battalion. One trained operator and a helper are required (Figure 118).
Operating Ranges Versus Simulated Target Range (Equal Tracking Rate at Representative Speeds)
This graph gives an idea of representative distances from the Stinger position to the target (real aircraft versus miniature target) (Figure 119).
Step 1. Locate desired simulated target range along bottom line of chart.
Step 2. Move up chart along this line until desired target speed intersects with this line.
Then left to find operating range for the FQM-117A.
Size Relationship
THE FQM-117A has approximately one-sixth of the speed and visual size of a full-size threat aircraft. When it is flown at scale distances, it simulates the performance envelope of the target aircraft to give the trainer a realistic adversary for his tracking training.
Using a tracking range or tracking area, units can realistically simulate Stinger engagement of real aircraft. When using the target, remember to adjust the distance for the scaled down version of a real aircraft. To give relative figures, the diagrams show the relationship between the model and an actual aircraft when tracking a crossing target. The speed and the distance from the gunner are approximate figures (Figures 119 and 120).
Using The Miniature Target
The instructor coordinates closely with the target controller prior to an exercise. For example, he may want the target to execute pop-up attacks to exercise the gunner's skill in coping with this type of maneuver. Target maneuvers can range from easy to track to impossible to track. The instructor should have some flights pass over or close to the Stinger position. This provides the gunner with realistic situations when engaging high-speed aircraft at close range. A sample nonfiring tracking area layout is shown below with a number of selected flight paths (Figure 121).
Stinger crew members must be allowed to don a protective mask, such as the M17A1, while training in the MTS and when tracking live aircraft and targets. Training with the protective mask accustoms the crew members to handling the weapon in an NBC environment. Some difficulty may be experienced in feeling the vibrations generated by the IR acquisition indicators with the mask on. However, the IR tone can be heard. The crew member may have to adjust his head position slightly to obtain a clearer sight picture. Tracking with the mask on will reinforce the crew member's confidence in firing the weapon in an NBC environment (Figure 122).
Definition of TEC
The TEC system is designed to assist soldiers and unit commanders in increasing job proficiency. It consists of audiovisual, audio only, and printed text lessons. Audio- visual projectors and cassette tape players are included to present the lessons. The lessons provide performance oriented training in many subjects needed by Stinger gunners. These subjects include skills that are common to all soldiers as well as those skills needed to operate and maintain Stinger weapon systems. This makes TEC an essential part of unit training programs. Use of TEC lessons provides flexibility in the unit training programs. It allows commanders to stress skill required by individual soldiers. TEC lessons can be presented-
Most MOS TEC lessons available for Stinger are audiovisual; several are audio only. Lessons available in the field cover-
Common subject and MOS TEC lessons are automatically distributed to units when completed or revised. In addition, each audiovisual support center receives copies of the lessons. These are used to replace, by direct exchange, lessons found to be damaged or defective.
How TEC is Used
Each lesson contains lesson administrative instructions (LAI) which provide guidance on how to use the TEC training method to identify and solve training deficiencies. To identify training deficiencies, the trainer is provided with pretests and posttests in the LAI. The soldier's proficiency can be determined by having him take the pretest.
For example, if the soldier passes the test, he does not need the training. On the other hand, if he does not pass it, the lesson is prescribed for training. The posttest is used to determine whether the soldier did learn the lesson; if not, he can repeat the lesson. The TEC lessons are developed to allow the soldier to work on his own time and at his own speed. Material telling how to effectively use TEC lessons is obtained from TEC lesson 920-061-0500-F, Introduction to TEC; and TEC lesson 920-777-0505-A, TEC for Green Tabbers. Also, TC 21-5-3, TEC Management Instruction, contains guidance on how to use the TEC system and develop the unit's support structure for TEC.
Using the Beseler Cue/See
The Beseler Cue/See can be used for training in all aspects of Stinger training. The lesson is presented via a super 8-mm continuous loop video cassette that is synchronized with an audio tape cassette. The lesson is normally presented on a 6-by 8-inch screen on the front of the Beseler Cue/See. However, by opening a small door at the rear of the device, the picture can be projected onto a normal screen or classroom wall for larger groups. The film speed can be adjusted from a single frame to 24 frames per second. Frames may be stopped automatically to allow some action by the student such as reading a procedure from a technical manual or answering a question. The Beseler's light weight and small size allow it to be used almost anywhere.
Aircraft recognition for tactical purposes has become a complex and ever-changing problem. New aircraft and changing aircraft designs have become a continuous factor. Also, some not-so-friendly countries have bought aircraft from friendly countries which may cause these aircraft to become threat aircraft. This ever-changing situation poses a real challenge for those who teach visual aircraft recognition. Perhaps the biggest problem in recognition has been teaching it in an effective and realistic fashion.
Troops must be trained to be proficient in quick aircraft recognition. Hostile low-flying aircraft may appear suddenly from behind low hills, belts of trees, or haze. High-speed aircraft are difficult to identify. Accurate visual recognition of aircraft is essential to Stinger personnel in making their engagement decision. It is vital that recognition be swift and accurate. Crew members should be experts at recognizing all friendly and potentially hostile aircraft expected to be operating at low altitudes in a specified combat zone. Each crew member should approach 100 percent recognition accuracy with 90 percent being a minimum acceptable level of proficiency.
Practicality dictates that aircraft recognition training be conducted using picture images of the aircraft to be learned. Two basic methods for presenting images to trainees are by use of the Ground Observer Aircraft Recognition (GOAR) Kit and the TEC lessons designed for aircraft recognition. In addition, graphic training aids (GTA), such as printed cards and charts, are useful supplements to GOAR and TEC. Numbers and titles of GTAs currently available, or under production, include-
Aircraft recognition training is covered in detail in TC 44-30, Aircraft Recognition Training for Ground Observers. This training circular should be used as a guide for planning and conducting aircraft recognition training in Stinger units. The training circular tells instructors how to use the TEC and GOAR methods of instruction as well as the GTAs used with recognition training. It also provides information on how to plan and prepare a training program in this subject. Furthermore, it can be used by those persons who establish training requirements and who evaluate job proficiency of individuals and the combat readiness of Stinger units.
The Stinger/Redeye MTS M87A1, and THT are used to simulate tactical air defense engagement. The objective of the MTS training is to provide means of training and evaluating the performance of a Stinger gunner under simulated combat con- ditions. The THT provides the means for gunners to practice Stinger engagement procedures, including weapon operation, engagement decisions, and firing. Since it is accomplished without the use of actual aircraft or live Stinger rounds, much of the expense involved with the live tracking and firing is eliminated.
The THT simulates the operating characteristics of the weapon system from activation to firing. A performance indicator assembly is provided on the device to indicate the status and sequence of operation conducted by the trainee. The firing sequence must be completed within 47 seconds following activation, which approximates the life of the BCU. Thus, the gunner must operate the THT under the same time constraints of the weapon system.
Electrical Power
Electrical power for the THT is provided through a flexible power cord at the MTS, or a rechargeable battery may be used when the device is used in the field for tracking live aircraft. The power supply or battery must be partially removed and reinserted between engagements to simulate removal of the expended BCU in a tactical system. Following activation of the THT, the performance indicator will indicate when acquisition of IR is achieved. The gunner will also receive an audible time when acquisition is achieved as with the tactical system. Following acquisition and while continuing to track, the gunner must uncage the gyro to permit the THT to automatically track the IR source. The indicator panel indicates when automatic track is attained and the gunner also receives a shift in tone level through the acquisition indicator. The time to proceed with the firing sequence is based on the range ring measurement which determines when the target is within the engagement zone or the effective range of the Stinger weapon system.
MTS Film Reels
The MTS film reels provide information to the instructor which indicates when the respective target is within acquisition range, and at the hold fire, resume fire, or cease fire points of the flight path. These points correspond to the range and flight path for each of the two aircraft classes (jet or prop) taught with the technique of fire. Following determination to fire, the gunner must super elevate and select the proper power sight reticle (left, center, or right) and maintain track of the target. At the time the firing trigger is pulled, an audible beep will indicate successful completion of the engagement. In addition, the panel will indicate all steps were conducted properly. The gunner may reacquire the target and repeat the engagement sequence within the 47-second time period from initial activation.
Visual Indicators
The THT simulates all the functions of the Stinger weapon except the missile launch. In addition, the trainer provides an indication of the correct or incorrect performance of each major event in the engagement sequence. Attached to the aft end of the launch tube is a display box (performance indicator assembly) with 10 visual indicators. Each step of the operating procedure is recorded by a white flag in the appropriate indicator window (Figure 123). The visual indicators function as shown in Figure 124.
Audible Indicators
The trainer presents audible indications that certain actions in the engagement sequence have, or have not, taken place. The audible indicators include-
ERROR TONE. If an error occurs, a rising-and-falling (warbling) tone, which is higher pitched than the acquisition tone, is heard. The warbling tone continues until the gunner removes the battery or until power shutdown. An error tone will be heard under the same conditions as explained in the visual indicator (8) (Figure 124).
Error Indications
During the operating sequence, all mistakes can be corrected as long as the firing trigger is not pressed. However, if the firing trigger is pressed, the mistake becomes uncorrectable, as noted by the warbling tone. Uncorrectable errors include the same conditions as explained under visual indictor (8). An example of a correctable error is the loss of IR tone when the UNCAGING switch is pressed. This can occur because the gunner is not tracking smoothly. The gunner can correct this by recaging the gyro and reacquiring the target (Figure 124).
Trainer Timer
The THT has a 47-second timer which simulates the operating life of the BCU. The timer begins running down when the trainer is activated and will shut the trainer down at the end of 47 seconds. If the engagement has not been completed by the time the trainer shuts down, the gunner simulates the removal of a dead BCU and the insertion of a new one (Figure 124).
MTS Target Reels
The MTS projects the images of an aircraft against a natural sky background with aircraft sound effects. Twelve reels of film are used with 20 or 25 target representations per reel. Reels 1 through 10 contain progressively more difficult target presentations. Initial films show slow aircraft moving on a straight and level course. As the trainee becomes more proficient at engaging the aircraft, the target runs courses and maneuvers which tax the gunner's ability to engage the target. Aircraft include friendlies as well as unknowns and must be identified as such. Reels 11 and 12 contain aircraft of all performance categories, and are representative of the variety of targets to be engaged by the tactical Stinger weapon system. A 13th reel to be used for SQT purposes will be released at a later date. The purpose of each reel is as follows:
REEL NO. 1. To familiarize the trainee with the train- ing equipment, method of target presentation, and procedures to be followed during the training period. The first reel also trains the trainee in determining the proper time to activate, launch, hold fire, and cease fire. Targets fly slow on crossing courses. All aircraft are hostile.
REEL NO. 2. To train the gunner in engagement procedures against targets flying straight and level course. Speeds do not exceed 200 knots. All aircraft are hostile.
REEL NO. 3. To train the gunner in engagement procedures against maneuvering targets. Some crossing targets are less than 1.0 km from the gunners. These close-in targets familiarize the gunner with hold fire procedures for low-speed targets. All aircraft are hostile.
REEL NO. 4. To train the gunner in engagement procedures against maneuvering jet aircraft flying at low speed. One exception is run No. 11 which is nonjet aircraft. Target speeds are less than 300 knots and include target turns of less than 90o. This reel allows the gunner to become familiar with techniques of fire against jet aircraft. The low speeds provide the gunner time to complete the engagement at this early stage of training. All aircraft are hostile.
REEL NO. 5. To train the gunner in engagement procedures against maneuvering high- or low-speed targets. All previously used techniques of fire are used by the gunner in accordance with aircraft class. There are 25 aircraft runs in this reel.
REEL NO. 6. To exercise the gunner on target engagement against maneuvering targets of all classes. Target speeds range from 100 to 450 knots and altitudes from 500 to 6,500 feet. There are 25 aircraft runs in this reel.
REEL NO. 7. To exercise the gunner on target engagement against maneuvering targets of mixed classes. Target speeds vary from 300 to 800 knots and altitudes from O to 6,500 feet. Pop-up attack runs and target maneuvers increasing in difficulty are featured in this reel.
REEL NO. 8. To train the gunner on engagement procedures against maneuvering targets with speeds up to 800 knots. Targets are generally at higher altitudes and a few are at ranges near the outer launch boundary. Gunners are trained to rapidly perform the firing sequence, including IFF procedures, and to determine when to launch and cease fire. The gunner is exercised against a wide variety of attacking aircraft, using ordnance delivery techniques.
REEL NO. 9. To exercise the gunner against high-and low-altitude, high-speed maneuvering targets. Runs include aircraft paths which present relatively high-elevation angles at crossover. The gunner is exercised on his ability to rapidly perform the firing sequence, including emphasis on correct lead angle and determining when to launch and cease fire.
REEL NO. 10. To acquaint the gunner with and provide for practice in the engagement procedures of aircraft performing low-altitude tactical ordnance delivery. Aircraft generally start the run at long range, perform a climb or entry maneuver, and roll over at high altitude prior to the delivery dive. After releasing its ordnance, the aircraft performs a high-speed escape maneuver. Target speeds range from 400 to 800 knots.
REEL NO. 11 AND 12. Targets presented include a selected mix of target runs from reels 1 through 10.
REEL NO. 13. To examine the gunner on previously learned knowledge and skills. This reel will be released at a later date.
A trained instructor operates the MTS console and coordinates the film program (reels) with required training. The instructor should be well versed in all aspects of the MTS M87A1 and THT operation. The instructor should know how to operate the MTS console. Also, he should know how to use the MTS instructor aids to effectively train the Stinger trainees/gunners. However, he is not responsible for the loading of film into the target image projector or operation of the projector. Coordination with the MTS civilian technician is required in advance to allow for scheduling and preparation of equipment. The instructor contacts the MTS technician when he needs assistance or if a malfunction occurs.
AD0575 Edition 6 Final Examination