Feedback information about error or reward is regarded essential to aid learners to acquire a perceptual-motor skill. Yet, simple error feedback does not suffice in guiding the learner towards the optimal solutions, when tasks have redundancy where the mapping between execution and performance outcome is unknown. The present study developed and tested a new means of implicitly guiding learners to acquire a perceptual-motor skill, rhythmically bouncing a ball on a racket. Due to its rhythmic nature, this task affords dynamically stable solutions that are resistant to small errors and noise, a strategy that is independent from simply reducing error. Based on the task model implemented in a virtual environment, a state-dependent manipulation was designed that shifted the range of ball-racket contacts that achieved to dynamically stable solutions. In two experiments, subjects practiced with this manipulation that guided them to impact the ball with more negative racket accelerations, the indicator for the strategy with dynamic stability. Subjects who practiced under normal conditions took longer time to acquire this skill, although error measures were identical between the control and experimental groups. Unlike in many other haptic guidance or adaptation studies, the experimental groups not only learned but also maintained the stable solution after the manipulation was removed. These results are a first demonstration that more subtle ways to guide the learner to better performance are needed to assist performance improvements, especially in tasks with redundancy, where error feedback may not be sufficient.