t rhythmically, swinging my arms
             and getting a little distance out of each push. Then I really needed to
             learn how to stop, because I was capable of gathering some speed. A fellow
             skater showed me how to stop by demonstrating it and describing it, using
             explicit instructional methods (Higgins, 1991). Before I attempted it, I
             used pre-visualization (Gentile, 1972) to review the skill in my mind. It
             took several tries to begin to approximate the skill, but as I practiced, I
             gradually improved, increasing performance efficiency (Gentile, 1998) in a
             pattern of successive approximation.
             For my next several practice sessions I simply worked on skatin
             ...