Abstract: Objective:Based on the results of contextual interference effect of abroad, by selecting table tennis serve and two hand pass starting from the chest of basketball as the task to do two field researches.From tasks character (motor program same or not) and individual (age, skilled or not) to discuss the effect of different practice schedules to children motor learning and further verify the hypothesis of contextual interference effect.Method:Experiment 1By selecting thirty aged 12~14years old, average training experience 3~4years, male table tennis players as the research object, table tennis forehand backspin service, the forehand topspin serve and forehand side backspin serve as the task, we have tests respectively for three groups during the stage of acquisition, 48h-retention and transfer.Experiment 2By selecting forty five 11 to 12-yr old children as the participants, two hand pass starting from the chest of basketball as the task and absolute error、absolute constant error、variable error as the evaluation index, we have tests respectively for three groups during the stage of acquisition, 48h-retention and transfer.Conclusion:It has verified the hypothesis of contextual interference effect when experienced children learned the different motor program motor skills in the same practice section.Learning different motor program motor skill for skilled learner, it should be selected appropriate practice schedule to ensure match suitable task difficulty and improve efficiency of learning.Selecting lower interference practice schedule is beneficial for children to master basic motor skill;Selecting higher interference practice schedule is beneficial for children to improve the mobility of motor skills and the adaption to match.It did not verify the hypothesis of contextual interference effect when children learned the same motor program motor skills.Learning the same general program motor skills which changing parameters of relative speed, power andtime, children based on invariant practice schedule and appropriate to increase the variability of practice which is not only beneficial for children to improving motor skills, but also maintaining the skills longer and adapting to the future motor environment.Systematically increasing practice is the best practice schedule to children in motor learning which can offer suitable functional difficulty tasks to children for learning skills, it is not only beneficial for children to developing and strengthening their movement model but also helping children memory representation and constructing action plan of motor skills.