Practice history data from expert performers reveal that vast amounts of deliberate practice are required over numerous years to attain high levels of perceptual–cognitive–motor expertise (see Ericsson et al., 1993; Williams et al., 2012b). Consequently, researchers have started to consider whether training interventions may be developed that facilitate the more rapid acquisition of perceptual–cognitive skills. The majority of researchers have focused on training advance cue utilization using relatively closed skills such as goalkeepers saving penalty kicks in soccer (Savelsbergh et al., 2010) or players attempting to return serve in tennis (Farrow and Abernethy, 2002). These interventions seek to direct attention toward the most critical cues (as determined from process measures such as gaze behavior and verbal reports) and the effectiveness of this training is assessed by comparing performance post-intervention to an earlier pre-test. In general, these training programs have reported positive findings across sports (e.g., Scott et al., 1998; Williams et al., 2003; Murgia et al., 2014).