Recognition: Field Manual, FM 21-80 - Recognition Training - 1. Training Problem

Chapter 1: TRAINING PROBLEM

Section I. GENERAL

1. PURPOSE. This manual provides a guide for staff officers and instructors of all branches in the accomplishment of recognition training programs.

2. SCOPE. a. The manual outlines basic principles and recommended techniques for teaching recognition of aircraft, armored vehicles, and naval or merchant vessels. Planning of training programs and selection and training of instructors are discussed briefly. Included also are the utilization of training aids issued by the War Department, and the construction and use of improvised training aids.

b. The training methods described are intended only as a guide. The methods are applicable in general to the training of enlisted and commissioned personnel in all branches of the Army. They are not intended to limit the instructor to the exclusive use of the methods described if specific training problems demand other methods or techniques. Emphasis is placed on those training aids which are given the widest distribution throughout the Army. Instructions for the use of methods, doctrines, or certain special devices applicable to or issued only to the Army Air Forces are found in special manuals or instructor's guides.

c. This manual is general in nature. Inasmuch as aircraft recognition is of interest to all branches of the service, and the recognition of naval vessels or armored vehicles primarily interests only certain branches, the manual is prepared basically from the aircraft recognition viewpoint. The fundamental principles and techniques for teaching recognition of vessels and vehicles are the same as those for teaching recognition of aircraft. Special instructions for recognition training pertaining to vessels and vehicles are included. When methods and techniques are identical, in the interest of brevity, reference is usually made only to aircraft. Instructors should experience no difficulty in adapting the methods described to either vessels or vehicles.

d. This manual describes the specific techniques for teaching recognition, based on the general principles given in FM 21-5 and TM 21-250. Instructors should be familiar with these manuals.

e. The term "recognition" means recognition by visual means. "Identification" means identification by means other than visual. All applicable standing operating procedures, warning services, radio identification devices, and similar equipment may be utilized to effect identification of aircraft. The presence of identification devices, however elaborate, does not relieve commanders of the responsibility for a high standard of training in recognition. This manual is limited to a discussion of recognition.

3. OBJECT OF CHAPTER 1. This chapter is designed to outline for instructors and staff officers the basic precepts of training soldiers to recognize aircraft, armored vehicles, and naval vessels.

Section II. NATURE OF RECOGNITION TRAINING

4. NECESSITY FOR RECOGNITION TRAINING. a. Needless losses of equipment and personnel have resulted because troops failed to recognize, quickly and accurately, both enemy and friendly aircraft, vehicles, and vessels. Our own aircraft have been destroyed by our own guns—by guns on the ground and by guns on our aircraft. Friendly armored vehicles have been bombed and shelled in error. Our own naval vessels have been damaged through mistakes in recognition.

b. If fire is withheld through failure to recognize enemy targets rapidly and accurately at maximum effective ranges, the initiative is automatically passed to the enemy. All the training devoted to the use and tactical employment of the soldier's several weapons is nullified if he cannot recognize his target.

c. Positive, rapid recognition of enemy and friendly aircraft, vessels, and vehicles is an invaluable weapon for each soldier. The only assurance that this weapon will be available to every soldier is a carefully planned and conducted course of instruction before he enters combat.

5. EXPERT SPOTTERS. a. Even before the development of organized recognition training, an expert spotter was encountered frequently. Investigation usually showed that the expert had just returned from areas where aircraft, vehicles, or vessels were as common, for instance, as automobiles, or that he he had made an intensive hobby of recognition—studying actual objects, models, pictures, silhouettes, or motion pictures.

b. Through this extensive self-study and drill, the expert was able to recognize distant objects on first encounter. This ability is analogous to the ability of every citizen to recognize, at first sight, public figures whose photographs have appeared frequently in newsreels, magazines, and newspapers. It is based on complete familiarity. The training methods prescribed in this manual are established on this sound principle.

6. RECOGNITION AS TO SPECIFIC TYPE. a. Experiments prove it is easier to recognize a certain aircraft, vessel, or vehicle, as a "Spitfire," "North Carolina," or M-4 medium tank, as the case may be, than as "friend" or "foe." Each aircraft, vessel, or vehicle has its characteristic appearance. It is easier to remember as a separate entity than as one of a group.

b. Obviously, naval vessels of identical appearance may be taught by "classes." For example, if the soldier can recognize a ship as one of the "Independence" class of United States carriers, it is not necessary to know which one of that class it may be. Similarly, if subtype designations are due only to changes not affecting tactics or appearance, it is enough to recognize that a vehicle is an M4 medium tank, without knowing precisely whether it is the M4AI or the M4A3; or that an aircraft is a B-25, without knowing which modification of that type it may be.

Figure 1. The soldier must know.

7. REQUIREMENTS OF A SATISFACTORY TEACHING METHOD. A satisfactory teaching method must

a. Assure rapid, positive recognition at such ranges that troops will be ready to open fire by the time the target reaches the maximum effective range of their weapons.

b. In the shortest possible time, teach the soldier to recognize, quickly and positively, aircraft, vessels, and vehicles from all likely angles of approach and under varying conditions of visibility.

c. Be suitable for training soldiers of all degrees of aptitude.

d. Hold to a practical minimum the period of time required to train qualified instructors.

e. Require only simple, portable training aids which are available or may be easily improvised

Figure 2. (1) Easy!

Figure 2. (2) With study-just as easy.

Section III. BASIS OF TRAINING

8. BASIC PRINCIPLES. a. Aircraft, vessels, and vehicles are recognized in the same way people are recognized—by the association of a name and the characteristic appearance and behavior of the individual concerned. As a basis for recognition instruction, the soldier is introduced to the name and characteristic appearance of the object and then, through continued study of its appearance and behavior, it becomes as familiar as an old friend. Complete familiarity is the basis of rapid recognition.

b. Recognition is primarily visual. Recognition instruction must leave a series of vivid mental pictures, which correspond to the appearance of the aircraft, vehicle, or vessel in all operational angles of approach and at maximum ranges.

c. Just as most individuals have a characteristic walk or posture, most aircraft, vessels, or vehicles, present a characteristic appearance in motion. Each type of plane has a unique "sit" in the air. Each type of armored vehicle has a characteristic appearance in action. The appearance of each type of naval vessel presents a distinctive pattern to the experienced observer. While this type of knowledge is difficult to introduce into the classroom except through the medium of special slides or training films, it will be obtained automatically by diligent observation of the actual aircraft, vessel, or vehicle. These are the additional clues to enable the experienced spotter to outperform his colleagues.

Figure 3. Get familiar.

d. In addition to the characteristic behavior of aircraft, vehicles, and vessels, when they are occupied with routine movement, the spotter can obtain other information from the maneuvers of the suspect object. An enemy plane getting into position for a dive-bombing attack executes certain characteristic maneuvers, dependent upon type of plane and target. Different types of armored vehicles use different tactics in attack and defense, depending primarily upon the performance characteristics and fighting ability of the vehicle. Different types of naval vessels use varying formations and maneuvers to meet specific tactical situations. The tactics of enemy and allies are valuable aids to recognition. This information can not be obtained in the classroom. Constant study of all passing aircraft, vessels, or vehicles and careful observation of tactical demonstrations add much to the spotter's ability.

e. To summarize, complete familiarity is the basis for rapid recognition. Complete familiarity includes a knowledge of the characteristic appearance of the aircraft, vessel, or vehicle, a knowledge of its tactical potentialities, and a knowledge of its typical behavior. To the well-trained spotter, the object is not an abstract concept existing only on a poster, but a personality of individual appearance and behavior with which he has gained complete familiarity through training and practice.

9. FUNCTION OF INSTRUCTION. a. It is a function of the training program to systematize the introduction of new material and to emphasize constant recognition practice on material previously introduced.

b. Responsibilities of the instructor include keeping the program moving, making it so interesting the soldier desires to learn, and keeping attention centered on the training aids. It is an additional responsibility of all officers and noncommissioned officers to insure that all soldiers utilize every opportunity to practice recognition on actual aircraft, vessels, or vehicles.