This study examined the performance of 5th graders learning three field hockey skills (push pass, flick and dribble). Participants classified as “high” or “low” skilled, practiced using blocked, progressive-blocked or random schedules representing 3 levels of Contextual Interference (CI) (from lowest to highest). A 3 x 2 x 4 (CI level x skill level x time) ANOVA with repeated measures on time was performed on each skill (with alpha set at <. 05). For the push pass, there was main effect for time and significant CI x time interaction for distance scores. At the posttest, short-term and long- term retention, the random and progressive-blocked groups had significantly higher scores than the blocked group. A significant time x skill levels interaction for distance scores was obtained. The high skilled group’s performance was superior to that of the low skilled group at all testing times. No significant CI x skill x time interaction was obtained. For the flick there was a main effect for time and significant CI x time interaction for the radial error scores. At the post test there were no significant differences between the three groups. At short-term retention the random and progressive-blocked groups were more accurate than the blocked group. At long-term retention, the progressive- blocked group has significantly less error than the other groups. A significant skill level x time interaction was obtained. The advantage of the high skill group at pretest did not hold true across all testing times. There was no significant CI x skill x time interaction. For the dribble there was main effect for time and significant CI level x time interaction. There were no significant differences between the three groups at post and short-term retention. At long-term retention, the progressive-blocked group demonstrated significantly faster times compared to the random group. A significant skill level x time interaction was obtained. The high skilled group had faster times at all testing times. There were no significant CI x skill x time interactions. The findings of this study clearly demonstrate the CI effect. For the three skills, the progressive-blocked and random groups produced better results than the blocked group. Teachers should take into account the contextual interference effect when planning instruction.