In one sentence, describe what the following article is about: Have you been playing ice hockey since kindergarten, or have you never set foot on a rink? Whatever your current skill level is, you can improve, so don't put yourself down if you're just starting. Just start now! Most professional figure skaters started lessons at age four, as soon as they were steady and verbal enough to understand instructions. Don't lose hope if you've already started school. Some Olympians have started at age nine (or later) and still achieved great success. If you've never skated before, group lessons are a fun, low-pressure way to learn. You can give ice skating a try this way and decide if it's something you'd like to continue with. If you're a little more experienced, try to make regular practice a part of your life before you move into private lessons. If you feel committed enough to go to the rink two or more times a week, that's a great sign. You'll need the right equipment, not just to look the part, but to perform as well as possible. Wear appropriate clothing to practice. Ice makes you cold and exercise makes you hot. You will feel a range of temperatures over the course of even one practice session, so naturally, it's good to wear layers. Stretchy clothes are the best to practice in, so you can move freely. When buying ice skates, shop around. Make sure you try models from several different companies until you find a pair that feels right. If your skates are uncomfortable, wear extra socks for a while until you get used to them. Many skates will be uncomfortable for the first few sessions, but they will soon be broken in. If your skates fit well but the breaking-in process is giving you blisters, you can wear bandages or moleskin patches over the spots that are troubling you. You also need blade guards, which keep your skates from getting damaged (or damaging other surfaces), and soakers, which help your blades stay free of rust. Don't wear your skates around the house to break them in. The motions for walking and skating are not the same, so this will damage the skates. Some stores sell special figure-skating tights, which should match your skintone. You don't really need these until you start competing. Don't wear jeans or long skirts to practice! They can hamper your movement. In general, tight clothes are safer than baggy ones. If you have long hair, put it up. A bun is best, but a ponytail is also fine. You can also use a headband to keep bangs or flyaways out of your eyes. As you become familiar with the basics of skating through a group class or review, you will want to practice them alone. Your national or local figure skating association probably has a list of skills to master, arranged from easiest to most difficult. Here are some ideas to practice: Stroke (a basic step, like a stride) forwards and backwards. Try switching directions until you can flow between the two smoothly. Glide forward on one foot, then your other foot. You may find it easier to balance on one leg than the other--keep practicing until they're equally strong. Start doing crossovers, in which you cross your feet over one another to gain speed.This is similar to a "grapevine" movement when you're walking, and will come in handy for coming into jumps as you advance. If you want to compete at a high level, you'll need advice from someone who has been there already. Ask around your rink for recommendations, or look up coaches online. You really want to focus on finding someone who is experienced and works well with your style (including your personality.) Brainstorm when and how often you'd like to go to the rink. This will depend on many factors, including how often you have lessons, how often you can get to the rink, and what other commitments you have during the week. Shoot to practice at least twice a week. Once you have an idea of how often you'd like to practice, check in with your parent, guardian, and/or whoever drives you to practice. You can work together with them to craft a good and workable plan. If you and your parents or guardians need advice about how often to practice, ask your coach or teacher. Say something like "I'm trying to improve to compete in a state competition--what should I be focusing on, and how often should I be practicing?" You will fall. Everyone does, even Olympic medalists, so you should get used to the idea now. Instead of getting upset, focus on getting up. Falling often means that you're trying something new or taking a risk--both great things. If you can tell you are going to fall, lean a bit forward, then drop to one knee. If you've done that, you can try to gently slow your fall with your hands. If you're surprised by a fall, then just try to do it as softly as possible.
Summary: Make the decision to begin. Dress appropriately. Practice the fundamentals. Find a good coach. Set up a practice schedule. Fall safely.

Problem: Article: Scan the poem for words that jump out at you or feel important. You may notice certain words are repeated several times or referring to throughout the poem. Select 1-2 keywords to create a title that provides the reader with a glimpse of what the poem is about. For example, you may choose keywords like "good" and "sister," creating a title like "The Good Sister" or "Be good, Sister." You can also look up the keywords in the poem and find other words that mean the same thing, but have a better sound or ring to them. For example, you may use a synonym for "good" to create a title like, "The Excellent Sister" or "My Precious Sister." If the poem has a main character or characters who are named, use their names in the title. If there is a main setting or place referred to in the poem, use it in the title to help ground the reader. For example, if your poem focuses on a girl named Eva and her pet swan, you may use a title like "Eva and the Swan." If your poem is about a Denny's in your hometown of Sturgis, you may use a title like "Denny's in Sturgis" or "Denny's, Sturgis." Focus on any verbs or adjectives that stand out to you in the poem and highlight them in the title. Find 1 verb or 1-2 adjectives and place them together. For example, you may choose a verb like "beating" and create a title like, "Beating" or "I Beat." Or you may pick adjectives like "blue," "dying," and "stunning" to create a title like, "Dying Blue" or "Stunning Blue." If your poem has lines that repeat or a verse that appears several times in the poem, use it as the title. Often, lines or verse that repeats are important and worth highlighting for the reader. For example, you may take a repeating line like "she jumped high in track and field" to create a title like "High in Track and Field" or "She Jumped." Draw the reader in and engage them with an image that is memorable, strange, or interesting. Find an image that feels important in the poem and use it in the title so your reader is encouraged to keep reading. > Avoid picking an image that might give away the crux or turn in the poem. The image should provide some context for the reader but not give any revelations in the poem away. For example, you may use an image of a woman leaping over hurdle on the field, red dirt flying in her wake in the poem, and create a title like, "Red Dirt Flys" or "Woman Leaps." The last line usually contains key details about the subject matter in the poem. Pick out an image or words in the last line and use them in the title. For example, if you have a last line like, "She ran off the field, in victory," you may create a title like, "In Victory."
Summary:
Pick out 1-2 keywords to create a title. Find a synonym for keywords in the poem for the title. Use the names of characters or places to compose the title. Make a title using strong verbs or adjectives in the poem. Use a repeated line or verse as the title. Create a title using an important or startling image from the poem. Use the last line of the poem in the title.