Conveniently, in the context of this handbook, the putting green has been a preferred testing ground for two allied avenues of investigation, which together aim to understand the mechanisms that underlie how best to develop resilient motor skills. The theory of reinvestment recognises that traditional learning environments incite cognitive activity that leads to the deliberate storage and recall of technical knowledge. In response to pressure, performers use the knowledge to consciously control coordination of their movements in an attempt to perform successfully. Ironically, reinvesting knowledge in this way can heighten the potential for skill failure (Masters & Maxwell, 2008). Implicit motor learning has been proposed as a means to inoculate performers against the negative impact of reinvestment (Masters, 1992). Implicit motor learning interventions prevent accumulation of technical knowledge and so deny performers an opportunity to reinvest. As a consequence, motor performance is resilient to challenges such as pressure (Masters & Poolton, 2012). This chapter offers a golf-centric overview of empirical, mostly laboratory-based work in the area. Emerging from the overview are design principles for implicit motor learning interventions, which inform player–coach interactions and the planning of practice activities, as well as the best use of commercially touted brain-training aids. We urge practitioners to use the principles to put implicit motor learning into practice.