A challenge when devising perceptual–cognitive training interventions is how to direct attention toward the critical cues. Typically, explicit verbal instructions have been used to focus the learner’s attention on the desired display features. A series of “if-then” statements are employed to highlight how these cues related to the eventual event outcome (e.g., see Smeeton et al., 2005). Although these explicit instructional methods have produced positive training effects, it has been argued that the use of such methods can be detrimental in the long term and especially when performing under anxiety (Abernethy et al., 2012). Learning under explicit instruction is thought to result in the development of declarative knowledge, making performers prone to reinvest in this consciously controlled information when under pressure. In contrast, implicit modes of instruction seek to facilitate learning without accruing declarative knowledge, with published reports suggesting that performance is more robust when subsequently performing under pressure given the relative absence of declarative knowledge in which to reinvest (for a review, see Masters, 1992; Jackson and Farrow, 2005; Masters and Maxwell, 2008; Hill et al., 2010). In this paper, our focus was to compare different modes of implicit instruction that guided attention to relevant cues without explicitly stating how these were to be used.