When the first frame was presented and “frozen” for 2 s to cue participants to the location of the ball, participants in this group were provided with verbal instructions about where they should direct their attention during the clip. The instruction provided was based on findings reported by Williams et al. (2006) and North et al. (2009), with participants being told to focus their attention on the positions and movements of central attacking players without explicitly stating the purpose of the movements that were to be made or exactly what information this might convey. Generic verbal instructions were provided at the onset of the sequence to focus on these specific players with subsequent verbal instructions individually tailored for each clip. For example, a clip in which two strikers would move in order to create space for another teammate would play as normal after the initial 2 s freeze-frame, before a second freeze-frame would be inserted at an appropriate point in order for verbal instructions to be provided to highlight the specific movements and runs of interest. Once the verbal instructions had been provided the clip resumed and played as normal. Each clip contained 6 s of dynamic activity although the total presentation time varied due to each clip being individually tailored with freeze-frames and additional verbal instructions inserted as appropriate.