A knowledge base for freefly
The Freefly Project
A coaching curriculum and knowledge base for the four freefly disciplines: Head Up, Head Down, Angles and Dynamic. Written as competency standards, checked against the evidence, and cited.
The mission
This is a coaching curriculum and knowledge base for freefly. Most of what experienced freeflyers know has never been written down in one place. We are writing it down, checking it against the evidence, and building it into courses you can train against.
Four disciplines: Head Up, Head Down, Angles and Dynamic. Coaching follows a fixed order of priorities: safety first, then fun, then learning.
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.
Open the trackInverted flight
Head Down
Finding and holding vertical head-down, then control, docks and group craft.
Open the trackTrajectory and navigation
Angles
Tracking and navigation, slot flying, and leading movement jumps across the sky.
Open the trackMixed-orientation flow
Dynamic
Mixed orientations, dynamic lines and competition vocabulary. A mastery track with no sign-offs.
Open the trackFeatured knowledge
Start reading
Safety
Two audibles: altitude awareness at freefly speeds
Freefly compresses working time, and an audible altimeter can fail without a sound. Two audibles, known tones, and a visual check keep altitude awareness redundant at vertical speeds.
ReadSafety
Improving the breakoff
The briefed altitude is where breakoff starts. What separates a group is everything after it: cease work, turn to heading, track, clear the air, deploy. Here is how each part is trained.
ReadFoundations
Corking and the speed differential
Corking is a sudden loss of vertical speed relative to the flyers around you. It is the hazard that shapes how freefly is taught, and the reason cork-proofing comes before any group jump.
ReadThe method
How the curriculum is built
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 order. The coach settles safety questions first on every jump. Fun comes next, because enjoyment sustains practice. Learning is built on both.