The science and skill of human flight
The Freefly Project
There is no definitive textbook for freeflying. The Freefly Project exists to organise, preserve and share the knowledge behind modern freeflight.
The mission
There is no textbook for freeflying — knowledge lives with coaches, teams and tunnels, and it fades. We collect it, test it against the evidence, and teach it.
Safety first. Fun always. Learning that lasts. A knowledge platform and coaching curriculum for Head Up, Head Down, Angles and Dynamic flying. Narrow in scope, deep by design.
The disciplines
Four ways to fly
Every path starts with the same foundations, then branches. Two documented routes, vertical-first or movement-first, both reach the same end.
Feet to earth
Head Up
The recommended first vertical orientation: sit and stand, movement, then relative and group flying.
Explore the trackInverted flight
Head Down
Finding and holding vertical head-down, then control, docks and group craft.
Explore the trackTrajectory and navigation
Angles
Tracking and navigation, slot flying, and leading movement jumps across the sky.
Explore the trackMixed-orientation flow
Dynamic
Mixed orientations, dynamic lines and competition vocabulary. A mastery track with no sign-offs.
Explore the trackFeatured knowledge
Start reading
Safety
Two audibles: altitude awareness at freefly speeds
Freefly compresses working time and hides its warnings. Two audibles, known tones, and a visual check are how a flyer keeps altitude awareness when a single silent device could otherwise end the jump.
ReadSafety
Breakoff is a skill, not an altitude
A breakoff altitude is a number. A breakoff is a sequence of decisions and movements executed under time pressure at the end of every jump. Treating it as a skill is what keeps freeflyers separated.
ReadFoundations
Corking: the speed differential that shapes everything
Corking is a sudden loss of vertical speed relative to the flyers around you. It is the single hazard that most shapes how freefly is taught, and the reason cork-proofing comes before any group jump.
ReadThe method
What makes this different
Competency standards
Every course is a unit of competency: observable performance criteria, judged competent or not-yet-competent. Progress is measured on demonstrated skill rather than jump counts.
Cited evidence
Claims trace to sources: federation guides, incident records, GPS data, coach testimony. Where the evidence disagrees, the disagreement stays documented.
Safety → Fun → Learning
The coaching priority stack, in that order. Safety is non-negotiable; fun keeps flyers inside the system where the standards apply; learning lasts because of both.