It appears that methods which guide the learner’s attention, as opposed to being told explicitly, and permit performers to self-discover and learn independently are the most effective strategies to train perceptual–cognitive skills as they show both short- and long-term advantages. However, there are various means by which the attention of learners can be directed. Although Smeeton et al. (2005) used simple verbal instructions to guide attention, technology allows video footage to be edited so that additional information can be overlaid on top of the footage to direct attention to the pertinent cues. Hagemann et al. (2006) and Abernethy et al. (2012) have used transparent colored masks to highlight critical cues when anticipating shots in badminton and handball, respectively. Moreover, prompts such as arrows may be overlaid on the screen to direct attention (see Ryu et al., 2013). However, the empirical evidence supporting the effectiveness of such methods is equivocal and there is no consensus as to whether one of these strategies is better than the others or if they offer any advantages at all over simply directing attention using verbal instructions (as per Smeeton et al., 2005).