Transitioning Between Exercises: Applying Locomotor Movements

Smooth transitions are crucial in choreography, and locomotor movements like walking, skipping, or leaping provide an effective way to connect set exercises into a cohesive routine. These transitions not only enhance the flow of movement but also draw on the principle of “knowledge transfer,” where students apply skills learned in one context to a new one. Thorndike and Woodworth’s (1901) research on transfer of learning showed that students can adapt skills more effectively when they recognize similar underlying elements across tasks. For dance students, this means using familiar locomotor steps to move seamlessly between set exercises, enhancing both their technical and spatial understanding.

For instance, after completing a stationary plié exercise, students might transition into a walking sequence that leads into the next section. This process uses familiar locomotor skills as a bridge, allowing students to apply their understanding of movement in new contexts. This method aligns with Barnett and Ceci’s (2002) research on knowledge transfer, which shows that transferring skills between familiar and new contexts improves retention and application. By using locomotor transitions, instructors reinforce students’ understanding of movement patterns, which supports both technical and expressive elements in choreography.

In addition to linking exercises, incorporating these familiar locomotor movements into the actual choreography—beyond just the transitions—helps strengthen the transfer of learning. When steps students have practiced in technique class appear within a choreographed phrase, it reinforces their relevance and gives students a sense of ownership and confidence. Rather than seeing choreography as separate or more advanced than classwork, students recognize it as an extension of their existing movement vocabulary. This connection allows dancers to retrieve and apply motor patterns more fluidly, fostering both memory and expressive freedom. Repetition in varied contexts, especially in performance, deepens understanding and supports long-term retention of movement skills.

Using transitions also builds students’ spatial awareness and timing, essential skills in dance. As students transition from one chunk of movement to another, they learn to adjust their rhythm and position, enhancing their sense of flow within the routine. These transitions contribute to an intuitive understanding of choreography, making it easier for students to connect each chunk seamlessly. When students recognize transitions as integral parts of choreography, they develop a cohesive and confident approach to routines, blending set exercises into a complete dance.

By incorporating locomotor movements as transitions and as choreographic material, instructors help students understand how movement flows and prepare them for the unpredictability of dance, where transitions often require flexibility. This practice encourages adaptability and confidence, giving students a stronger grasp of how to use space and rhythm in dance, ultimately enriching their overall performance.

Barnett, S. M., & Ceci, S. J. (2002). When and where do we apply what we learn? A taxonomy for far transfer. Psychological Bulletin, 128(4), 612-637. https://doi.org/10.1037/0033-2909.128.4.612

Thorndike, E. L., & Woodworth, R. S. (1901). The influence of improvement in one mental function upon the efficiency of other functions. Psychological Review, 8(3), 247-261. https://doi.org/10.1037/h0074898