Contextual Interference and Knowledge of Results (KR) have been central research topics in the motor learning literature. The majority of contextual interference research has demonstrated superior acquisition performance for groups following a blocked practice schedule compared to groups following a random acquisition schedule. The findings have also highlighted that this effect during acquisition is transient in nature by exhibiting superior retention performance for groups undertaking a random acquisition practice schedule compared to their blocked group counterparts. In the feedback literature similar findings have been exhibited when comparing relative frequencies of KR. During acquisition, groups receiving 100% relative frequency of KR (every trial) have outperformed groups receiving lower relative frequencies of KR, commonly 50% or 33%. However, during retention the effect is often reversed with groups receiving lower relative frequencies of KR during acquisition outperforming groups which received 100% KR during acquisition. These common findings may suggest that both paradigms may be controlled by similar processes or mechanisms which facilitate learning. An experiment was conducted to test the hypothesis that both experimental paradigms are controlled by similar processes. Similar findings to previous contextual interference research were demonstrated but no interaction between practice schedule and KR was observed. This suggests the paradigms are additive in nature and may contribute to the performance and learning of simple motor skills in a similar manner.