Background and aim Children with autism spectrum disorder (ASD) may experience coordination disorders, but the effects of different training conditions on motor learning in these children remain unclear. This study examined how constant versus variable practice impacts motor performance and learning in children with ASD and motor impairments. Methods Thirty-four children attending child development and daycare centers participated. Assessments included fine motor skills (Purdue Pegboard), gross motor skills (target-target task), visuospatial working memory (Corsi block tapping task), and the developmental disability questionnaire (Strengths and Difficulties Questionnaire). The primary outcome was the change in target-task performance before, during, and after practice, analyzed using repeated measures two-way ANOVA and Pearson's correlation. Results No significant differences were observed for practice conditions or time effects alone, but significant interactions were found (F = 6.641, p = 0.015). Variable practice resulted in reduced pre- to post-test scores (p = 0.047), while constant practice showed stronger correlations between practice improvements and overall performance changes (p = 0.004, r = 0.666). Prosocial behavior was positively associated with performance improvements in the constant practice group (p = 0.018, r = 0.564). No significant correlations were found in the variable practice group. Conclusions Constant practice yielded greater motor learning improvements than variable practice. Additionally, prosocial behavior positively influenced motor learning in structured settings, highlighting the potential benefits of integrating motor and social skill interventions for children with ASD.