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The aim of this study was to examine the effect of contextual interference (practice schedule: blocked and random) and practice type (physical, observational, and mixed) on learning badminton services. Therefore, 96 male volunteer, novice and right handed students were randomly divided into 6 groups (which included blocked physical practice, random physical practice, blocked observational practice, random observational practice, blocked mixed practice, and random mixed practice). The participants performed a pre-test, exercised for eight sessions (two blocks of nine trials per session) and then participated in the acquisition, retention and transfer tests. The results showed that in the acquisition stage, the groups of blocked mixed and physical practice had a better performance than other groups. However, the results in the retention and transfer stages showed a significant difference between the experimental groups’ performance. The results showed that the random mixed and physical practice groups had a better performance than other groups in all stages. According to the results of present research, it can be recommended to the coaches to use the random mixed practice while teaching the sport skills.