Due to the critical role which vision plays in tactical operations, the experience-judgement approach emphasized visual cues and referents. A theory of internal pilot performance provided the framework for this approach. Visual referent details were carefully defined in their relationship with complex performance. An expanded surface task analysis which stressed cues and cognitive activity started the process of categorizing flying tasks into behavioral components. Visual cues and their referents were further analyzed to develop environmental background scenes for each task through an intermediate word to picture conversion. Behavioral components were structured into instructional procedures from which behavioral goals were specified. The resulting goals and background scenes were integrated to form a phased learning plan that included event requirements, instructional techniques, and instructional features. These procedures are also applicable to other advanced training situations which have complex visual perception, decision making, and motor output requirements.

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