Before the FAA reduced the hours a pilot needs to earn an instrument rating (all you need now is a private pilot certificate) - a move I supported - training for an instrument rating often occurred after commercial pilot training. Those pilots, if they were trained properly, possessed an important instrument training prerequisite - they knew how to use aerodynamic forces to reduce pilot workload.
The lazy eight is a series of climbs and descents during left and right 180-degree turns at constant power. The word lazy implies two things: slow attitude changes - and minimum control inputs that the pilot applies only when aerodynamic forces won't do the job. The airplane's nose inscribes a horizontal figure eight across one-half the horizon, and the airplane's ground track resembles S-turns across a road.
To introduce this maneuver, I find a small room, mark the required reference points on the wall with tape, and have my student "fly" the maneuver with his or her arms extended to simulate the airplane's wings. When the student can state the proper attitudes at each reference point, we go to the airplane. The reference points are critical, as is the ability to evaluate the rates of turn, roll, and pitch throughout the maneuver. All three change constantly because airspeed changes constantly.
In the airplane I demonstrate the lazy eight in a way that shows the aerodynamic forces at work. With the flight instruments covered, I fly the maneuver using continual rudder inputs but only four control yoke inputs. At the entry, I apply the initial elevator and aileron inputs. At the first 90-degree point, I reverse the aileron input and decrease the elevator input. At the 180-degree point, I increase the elevator. And at the second 90-degree point, I reverse the aileron input and decrease the elevator input.
When a student starts to practice the maneuver, I use two techniques to speed up the learning process. First, he must fly the maneuver without reference to the flight instruments, although he'll eventually need to use them to ensure a constant altitude at the start of each turn.
Second, I have him keep the ailerons neutral and use only the rudder and elevator during the first few lazy eights. This reduces over controlling and lets him concentrate on the maneuver's reference points and attitude control. When the student's performance is acceptable, he practices the maneuver coordinating all three flight controls.
The chandelle is a 180-degree, maximum-performance climbing turn flown with maximum continuous power. I introduce it in the same manner - in a small room with 90- and 180-degree reference points taped on the wall. In the airplane the student flies the maneuver with no instrument reference and no aileron input after establishing the initial bank. The student begins to understand when he sees he can fly the last portion of the roll-out - approaching the 180-degree reference point - with rudder input, not aileron input. Most students are amazed at how effective the rudder is and how much control finesse they can display during this portion of the maneuver.
During initial training I have students use the rudder to raise and lower the wingtip before recovering from this maneuver to prove my point about the rudder's effectiveness. I instruct them to move the wingtip only one inch above and one inch below the 90-degree reference. It takes only a hair's width of rudder pedal input to do the job, and the slip indicator's ball always remains centered.
Pilots who learn to use aerodynamic forces to control the airplane quickly acquire control finesse and lose their mechanical awkwardness. You don't need a commercial certificate to reach this proficiency level, just a good instructor to teach you the maneuvers. This is a prerequisite if you want to become one of those pilots who "make it look so easy."
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