The Arts · Grade 1

Active learning ideas

Locomotor and Non-Locomotor Movements

Active, movement-based learning works for this topic because young students learn best when they physically experience concepts. Kinesthetic activities like Echo Movements and Movement Stations let children feel the difference between locomotor and non-locomotor actions, building muscle memory and clarity.

• Ontario Curriculum Expectations
• DA:Pr5.1.1a

• 20–35 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Experiential Learning
• 25 min · Whole Class

Whole Class: Echo Movements

Teacher models a locomotor movement like skipping, and the class echoes it across the space. Repeat with non-locomotor actions like twisting in place. Select student leaders to model for the group, discussing travel or no-travel after each round.

Is skipping a movement that travels across the room or one that stays in place?

Facilitation Tip

During Echo Movements, stand at the front of the group so students can mirror your actions precisely, ensuring everyone starts and stops together.

What to look for

Ask students to stand up and perform a locomotor movement when you say 'travel' and a non-locomotor movement when you say 'in place'. Observe if students can correctly distinguish and perform the two types of movements.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 02

• Experiential Learning
• 35 min · Small Groups

Small Groups: Movement Stations

Set up four stations: locomotor travel (hopping path), locomotor pathways (gallop zigzag), non-locomotor bends and stretches, non-locomotor pushes and pulls. Groups rotate every 5 minutes, practicing and recording one movement per station on clipboards.

Can you hop forward three times, then wiggle in place?

Facilitation Tip

Set clear time limits for each station in Movement Stations to keep energy high and transitions smooth.

What to look for

Provide students with a worksheet showing pictures of various movements. Ask them to circle the locomotor movements and put a square around the non-locomotor movements. Include a question: 'Name one way you can move your body without leaving your spot.'

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 03

• Experiential Learning
• 20 min · Pairs

Pairs: Follow the Leader

Partners take turns leading locomotor or non-locomotor sequences for 30 seconds, such as run then bend. Followers mirror exactly. Switch roles three times, then share favorite combos with the class.

Would a dance be boring if we only ever stayed in one spot? Why?

Facilitation Tip

In Follow the Leader, rotate leaders every 30 seconds to give all students a chance to demonstrate and observe.

What to look for

Present students with a short dance sequence (demonstrated or video). Ask: 'Which movements in this sequence made the dancer travel across the floor? Which movements did the dancer do while staying in one spot? How did combining both types of movement make the dance more interesting?'

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 04

• Experiential Learning
• 20 min · Individual

Individual: Movement Journal Dance

Play music; students move freely using locomotor to cross the room and non-locomotor in place. Pause to sketch or label one of each in journals. Repeat twice, varying music tempo.

Is skipping a movement that travels across the room or one that stays in place?

What to look for

Ask students to stand up and perform a locomotor movement when you say 'travel' and a non-locomotor movement when you say 'in place'. Observe if students can correctly distinguish and perform the two types of movements.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

A few notes on teaching this unit

Approach this topic with short, focused bursts of movement to match young students' attention spans. Use clear verbal cues paired with demonstrations, and avoid over-explaining—let students try, make mistakes, and revise. Research shows that frequent, low-stakes practice cements understanding better than long explanations.

Successful learning looks like students confidently identifying and performing both types of movements with clear body control. Students should explain their choices, demonstrate proper technique, and apply feedback to refine their movements during partner and group work.

---

Watch Out for These Misconceptions

• During Echo Movements, watch for students who confuse skipping with staying in place.

  After the echo round, ask students to physically show skipping across the room and hopping in place. Discuss how skipping moves the body through space, while hopping stays in one spot, then repeat the echo with this clarity.

• During Movement Stations, watch for students who dismiss non-locomotor movements as less important.

  During the bending station, ask students to add a twist or stretch to their movements. Then have them combine these with a locomotor movement to create a short phrase, showing how non-locomotor actions add variety and control.

• During Follow the Leader, watch for students who perform all jumps in place.

  After a round of Follow the Leader, ask students to demonstrate a jump in place versus a leap forward. Have them practice in pairs, calling out 'stay' or 'travel' to clarify which type of jump they are doing.

---

Methods used in this brief

• Experiential Learning