The information we highlighted using our training interventions was driven by research which had identified the central attacking players, and specifically the relative motion between these features, as being the critical information to convey structure and meaning in order to perceive patterns in dynamic, interactive displays (see Williams et al., 2006, 2012a; North and Williams, 2008; North et al., 2009, 2011). However, in seeking to ensure participants were attending to these critical features we provided a lot of detail (either through verbal instruction or visual highlighting) that was tailored to each individual sequence. It is possible we were overly prescriptive with the information provided and unintentionally we may have promoted an explicit style of learning. More pronounced benefits of the intervention may have been seen had participants only had their attention oriented to these features at the outset and then subsequently been allowed to discover the movement patterns and relations for themselves. Such an intervention would have likely promoted a more implicit style of learning, which is considered preferable and more advantageous than learning explicitly (Magill, 1998; Smeeton et al., 2005). Orienting attention toward the most critical features at the outset before subsequently allowing the sequence to play would have the advantage of allowing relative motion information to emerge more clearly. The level of detail we sought to present necessitated that “freeze-frames” be inserted in video sequences, which in itself is likely to have disturbed or distorted the relative motion information emerging. Williams et al. (2012a) have demonstrated that although the relationships between display features are important, specifically it is the relative motion information emerging through dynamic interactions between these features that are critical. The use of “freeze-frames” to highlight features may have served to prevent participants from extracting this critical source of information, in turn impairing their ability to perceive patterns within the displays. An intervention which simply directed attention before allowing sequences to play uninterrupted would both encourage a more implicit style of learning and enhance the potential for the critical relative motion information to emerge.