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 COMPLETE
CONDITIONING
FOR
Lacrosse

Tom Howley

Human Kinetics
 Library of Congress Cataloging-in-Publication Data
Howley, Tom, 1965-
Complete conditioning for lacrosse / Tom Howley.
pages cm
Includes bibliographical references.
1. Lacrosse--Training. I. Title.
GV989.H68 2016
796.34'7--dc23
2015015768
ISBN: 978-1-4504-4514-6 (print)
Copyright © 2016 by Thomas Howley
All rights reserved. Except for use in a review, the reproduction or utilization of this work in any form or by
any electronic, mechanical, or other means, now known or hereafter invented, including xerography, photo-
copying, and recording, and in any information storage and retrieval system, is forbidden without the written
permission of the publisher.
This publication is written and published to provide accurate and authoritative information relevant to the
subject matter presented. It is published and sold with the understanding that the author and publisher are not
engaged in rendering legal, medical, or other professional services by reason of their authorship or publica-
tion of this work. If medical or other expert assistance is required, the services of a competent professional
person should be sought.
The web addresses cited in this text were current as of April 2015, unless otherwise noted.
Acquisitions Editor: Justin Klug; Developmental Editor: Laura Pulliam; Managing Editor: Nicole
O’Dell; Copyeditor: Mandy Eastin-Allen; Permissions Manager: Martha Gullo; Graphic Designer: Tara
Welsch; Cover Designer: Keith Blomberg; Photograph (cover): Patrick Shanahan (www.shanahanphoto
.com); Photographs (interior): Neil Bernstein, unless otherwise noted; Photo Asset Manager: Laura Fitch;
Visual Production Assistant: Joyce Brumfield; Photo Production Manager: Jason Allen; Art Manager:
Kelly Hendren; Associate Art Manager: Alan L. Wilborn; Illustrations: © Human Kinetics, unless otherwise
noted; Printer: Versa Press
We thank Cornell University and the Friedman Strength & Conditioning Center for assistance in providing
the location for the photo shoot for this book.
Human Kinetics books are available at special discounts for bulk purchase. Special editions or book excerpts
can also be created to specification. For details, contact the Special Sales Manager at Human Kinetics.
Printed in the United States of America 10 9 8 7 6 5 4 3 2 1
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+44 (0) 113 255 5665 E5898
e-mail: [email protected]
To Amanda—my wife and best friend. Without her love, support, and
sacrifice for more than 20 years, this project would not have been possible.
 Contents
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . vii
Acknowledgments . . . . . . . . . . . . . . . . . ix

Chapter 1 Training Considerations . . . . . . 1

Chapter 2 Testing and Evaluation. . . . . . 10

Chapter 3 Warm-Up and Flexibility. . . . . 46

Chapter 4 Strength and Power. . . . . . . . 94

Chapter 5 Speed and Agility . . . . . . . . . 169

iv
Chapter 6 Endurance Training. . . . . . . . 226

Chapter 7 Off-Season Program

Development. . . . . . . . . . . . 243

Chapter 8 In-Season Program

Development. . . . . . . . . . . . 268

References . . . . . . . . . . . . . . . . . . . . . . 285
About the Author . . . . . . . . . . . . . . . . 286

v
 Preface
Lacrosse is one of the fastest growing sports in the United States and
Canada, and its popularity is expanding throughout the world. Coaches
and players are interested not only in developing the skills, techniques,
and strategies of the sport but also in learning how best to prepare mentally
and physically for competition. Complete Conditioning for Lacrosse addresses
these topics and enables readers to develop the fundamental physical skills
necessary to improve lacrosse performance.
As the sport grows, the need for off-field training becomes more appar-
ent. Athletes want to know how to improve speed, quickness, and stick-
handling skills and be in great shape on game day. Complete Conditioning
for Lacrosse shows athletes of all skill levels the best strategies for making
those gains possible. Training improves game skills and helps athletes
avoid injury, and with added strength, power, and speed, the athlete’s
confidence level will grow to new heights. This book gives the athlete
all the tools needed for success, including fundamental program design,
exercise techniques, speed and agility drills, scientific recovery strategies,
and tips for avoiding physical breakdown.
Many young athletes have access to camps and other opportunities for
skill instruction, but few resources help the athlete with off-field develop-
ment. This practical, methodical guide helps make training as simple as
possible so that anyone who applies the principles can improve lacrosse per-
formance. Being such a young sport on the international scene, lacrosse has
not had the benefit of developing a culture of training. Training knowledge
from other sports has been adopted and modified to fit into the lacrosse
mold, but few resources are truly specific to the training needs of lacrosse
players. This book fills that void and will inspire future lacrosse players so
a strong culture of intense, hard work will exist in the next generation.
Complete Conditioning for Lacrosse is a practical guide for any user of any
age or experience level. With the knowledge gained, players can design
both off-season and in-season workouts that address the specific needs and
individual weaknesses of all lacrosse players. With sufficient hard work,
intensity, and proper recovery, great gains can be realized.
This is also a guide for coaches. Coaches with experience in the sport will
find this book beneficial for understanding team preparation away from
the field and enhancing future player development. Due to the explosive
growth of the sport over the past 20 years, many youth coaches are new to
the sport and are trying to learn as much as possible about skills, strategy,
and technique. This book will help these individuals learn how to develop
players away from the field and help them reach their full potential.

vii
viii ◆ Preface

Throughout my career at Cornell University and being part of a lacrosse

program with a history of great accomplishments, I have grown to truly
appreciate the skill, athleticism, and commitment of the players involved
in the sport. From the great players in the early part of the 20th century,
when lacrosse first became an intercollegiate sport, to the championship
teams under legendary head coach Richie Moran and into the modern era
with numerous Ivy League champions and Tewaaraton Trophy winners, the
men and women involved in Cornell’s program have been a tremendous
inspiration to many. Their exploits have been inspirational to me as well,
and many of the lessons learned from them over the years are included in
this book. These practical lessons can be passed on to the next generation
of great players who will follow in their footsteps.
As the reader begins to digest the information in this book, a few tips
are in order:
• Keep the training practical. The information contained in this book is
a means of improving skill and gaining the skills necessary to improve
one’s game and isn’t so complex that training becomes frustrating
or overwhelming.
• Keep it simple! Always keep in mind the resources available and think
about the best ways to design the program to suit your needs.
• Think about individual or team needs. What does the athlete or team
need to do to get better? What are the athlete’s or team’s strengths
and shortcomings? Pay particular attention to those areas that need
the most work.
• Have fun! Training should be exciting and inspirational. Learn to
embrace the daily challenges of training so that long-term success
may be enjoyed. The gains made in training today are an investment
that can be withdrawn in the heat of battle on game day!
 Acknowledgments
This book is a product of more than 25 years in the strength and condition-
ing profession. I have the greatest respect and admiration for the amazing
professionals who influenced me, challenged me, and supported me along
the way. My time in the profession has been an incredible journey and I
truly stand on the shoulders of giants.
Coach Fred Roll, my strength coach at Tulane University, was the first to
encourage me to pursue the strength coaching profession, and his efforts
made my future career possible. Under his leadership, I learned just how
much influence a strength and conditioning professional could have in
the life of a young person. He and his amazing staff (Jay Omer and Kyle
Pierce) had a significant effect on my life and I am grateful for their invest-
ment! While in graduate school at Auburn University I had the privilege
of working under Coach Paul White, who taught me the art of coaching
and exposed me to what it means to be a servant-leader. His kindness,
hospitality, and encouragement will always be fondly remembered. The
single greatest influence on my professional life is Coach Jeff Connors.
His thorough understanding of training principles, discipline, work ethic,
and passionate service to others are just some of the characteristics he
instilled. I will forever be indebted to him for taking a chance on hiring
me at East Carolina University and helping to mold me into the man I
am today. My coworkers at East Carolina University (Jay Butler, Sonny
Sano, and Jack Midyette) are incredible professionals! During those years
together, we learned a lot, laughed a lot, and worked hard to improve our
coaching skills.
My time at Cornell University has been a great blessing. Since arriving
in July of 1995, I have had the privilege of working with a number of
dedicated, selfless colleagues in strength and conditioning. Teena Murray,
Tom Dilliplane, Leslie Johnson, Marilynn Brockman, Maghan Lunsford,
Jay Andress, Jeremy Golden, and Erika Travis have all dedicated their
time and talents to the athletes at Cornell. Their hard work, sacrifice, and
professional service to Cornell athletics is greatly appreciated! Andy Noel
(our athletic director at Cornell) has provided the leadership and resources
necessary to achieve success. Without his support, our program would not
be what it is today.
Throughout my time at Cornell I have had the privilege of working
with some of the best lacrosse coaches in the country. Richie Moran, Dave
Pietramala, Jeff Tambroni, Ben DeLuca, and Matt Kerwick patiently taught
me about the sport of lacrosse but also, more importantly, about life. All
of these men are not only outstanding lacrosse coaches but also great

ix
x ◆ Acknowledgments

friends. In women’s lacrosse, Coach Cheryl Wolf and Coach Jenny Graap
have been incredibly supportive over the past 20 years. I am indebted to
them for embracing my program and for allowing me to be a part of some
of the special moments in Cornell Women’s Lacrosse history. Jim Case,
the associate head athletic trainer at Cornell University and the head
trainer for men’s lacrosse, has been a great friend and mentor and in our
many conversations on the sidelines has taught me more about the sport
of lacrosse than anyone. Jim’s knowledge of the game and willingness to
share his knowledge have proven invaluable. I am grateful to Jim for pre-
viewing the contents of this book and helping prepare the manuscript for
final publication. His lacrosse wisdom is contained throughout. Finally,
a debt of gratitude is owed to the men and women who have proudly
worn the Big Red jersey. Those warriors who walked on to Schoellkopf
Field and promised to give their all for Cornell have inspired me by their
performance both on and off the field. Throughout these years together
I have received far more than I have given, and I will forever be grateful
for their support and selfless dedication to Cornell, their teammates, and
the sport of lacrosse. You are a special group of people!
I would be remiss without mentioning the source of inspiration for all of
us in the Cornell lacrosse program. On the afternoon of March 17, 2004,
Mario St. George (George) Boiardi, our senior captain and team leader,
passed away on Cornell’s Schoellkopf Field while blocking a shot during
a game. In the words of his teammates, George was a “passionate leader,
tireless worker, selfless teammate, and loyal friend.” George was God’s gift
to those who had the privilege of knowing him during his 22 years on this
Earth, and his legacy lives beyond the lacrosse field and is carried in the
hearts and lives of everyone in the Cornell lacrosse program, all of whom
were affected by his life. George embodied the spirit of Cornell lacrosse,
and his name will forever be associated with playing the game the way
it was meant to be played—with intensity, passion, and dedication. His
influence in the lives of his family, teammates, classmates, friends, and
coaches will continue as we try to emulate the spirit of selfless service in
which George lived. The Cornell lacrosse program changed forever after
George’s death. Before that incident, the goal of the team was to attain
success, which Coach Jeff Tambroni described as “fulfilling your own mis-
sion.” After that tragic day, the program’s emphasis shifted to striving for
significance through investing in the lives of others. Developing men and
women of character who selflessly serve others has become the primary
goal of the program. This tradition is carried beyond the walls of Cornell
through the supporters of the Boiardi Foundation. This organization
continues George’s work by empowering the next generation through
academics and athletics. You may contact the Boiardi Foundation at http://
boiardifoundation.org.
 Chapter 1

Training
Considerations

Over the past several decades, lacrosse has grown in popularity throughout
the world. Originally played as a Native American game, several native
tribes throughout North America enjoyed many variations of the sport.
One of the initial purposes of the sport was to provide training for war-
riors before combat and, it is assumed, improve their overall conditioning
and mental toughness. In the Mohawk language, lacrosse was known as
Tewaaraton, meaning “little brother of war,” and was played with loosely
defined boundaries and rules. In some cases, the goals were more than a
mile apart and a contest could last throughout an entire day.
In order to perform successfully in such a grueling, physically demanding
atmosphere, participants had to be mentally resilient and in exceptional
physical condition. A high level of physical fitness remains a crucial ele-
ment of the game today. Those athletes with a passionate work ethic,
focused determination, and a comprehensive game plan for success are
more likely to achieve their athletic goals and ultimately enjoy a greater
degree of success on the field.
In modern-era lacrosse, the fast-paced style of play, agile movements,
high-powered shots, and strategic personnel match-ups make for a level
of excitement that is appealing to players and fans alike. Outdoor (field)
and indoor (box) lacrosse have been popular, although localized, for many
years in Canada, the Great Lakes region, and the Eastern United States.
Over the past three decades, however, the sport has exploded in popular-
ity, partly due to the increased exposure of National Collegiate Athletic
Association, men’s and women’s international lacrosse competitions, and
the emergence of professional leagues in North America. Schools, clubs,
and leagues have been established throughout North America and the rest
of the world to accommodate the surge in popularity.

1
2 ◆ Complete Conditioning for Lacrosse

This enthusiasm and new exposure increased the fan base and made what
had been a hidden gem more accessible to a greater number of people. As
the sport grew, the exceptional performance of great players such as Jim
Brown, Mike French, Gary and Paul Gait, Eamon McEneaney, Dave Pietra-
mala, and Mike Powell helped ignite the national popularity of the sport,
especially in the United States at the collegiate level, and inspired many
young people to follow in their footsteps. What had been a localized phe-
nomenon expanded to more regions as club teams and school-sponsored
programs emerged. With this increased popularity, lacrosse players and
coaches sought the most effective means for improving performance both
on and off the field.
Whether playing loosely organized backyard games or Major League
Lacrosse games, players must have speed, agility, strength, balance, and
well-proportioned energy systems to perform at their best for an extended
period of time. Players who combine these physiological skills with stick-
and ball-handling skills, strategic awareness, and the iron will of a warrior
make the sport passionate, fun, and fan friendly. Because of the intense
nature of the sport, players must have an exceptionally high level of ath-
leticism and endurance and must be physically trained to meet and over-
come the extreme physical challenges of game-day performance and avoid
injury. As the sport continues to grow, coaches and athletes are looking
for ways to prepare for competition and gain a competitive edge over the
opponent. With some helpful hints, suggestions for exercises and drills,
and a great deal of hard work, every athlete can improve his or her game!

Necessity of Training
Before developing a training program, coaches and athletes must clearly
understand why preparation is so essential in the sport of lacrosse. From
a physiological perspective, the improvement of athleticism is the most
important factor in improving lacrosse performance. Athleticism can be
defined as “the ability to execute athletic movements at optimum speed
with precision, style, and grace in the context of the sport or activity”
(Gambetta 2015). A successful performance outcome requires the integra-
tion of a wide variety of physiological characteristics related to athleticism:
speed (linear and lateral), strength (upper body and lower body), balance
(unilateral and bilateral), hand–eye coordination, leverage, and endurance.
These physical skills, combined with strategic awareness, finesse, and ball-
handling skills, will contribute to improvement in performance. These are
the primary characteristics that players should seek to improve as they
prepare for competition. With a dedicated game plan off the field, every
player—beginner or advanced—has the ability to significantly improve.
One major consideration in physical training is preventing or minimizing
the severity of injuries. Although injuries sometimes occur as a result of par-
 Training Considerations ◆ 3

ticipation, many can be avoided altogether through the implementation of

simple drills and exercises that address potential injury hazards in advance.
Knowing the types of injuries that may occur while playing lacrosse, and
addressing them through effective, incremental development of strength
and movement skills can help athletes stay healthy and decrease the chance
of injury.
Another benefit of training is that it helps instill confidence. The psy-
chological skills gained through challenging, consistent training are just
as important as the skills gained during physiological development. An
athlete who has worked hard to prepare mentally and physically knows
the necessary investment has been made to become a better player and
therefore will perform with more confidence, energy, and enthusiasm for
a longer period of time. A poised, confident player is more likely to take
calculated risks and is better able to withstand the temporary setbacks that
are a natural part of every contest.
The best lacrosse players tend to be those who work to develop the
foundational elements of athleticism and integrate those elements into a
coordinated training plan off the field in order to prepare for the rigors of
game-day competition. Relying on game skills and instinct may be insuf-
ficient, especially as the level of competition escalates and players become
bigger, stronger, better conditioned, and more experienced. The skillful
integration of mental preparation, physical preparation (off the field), and
game awareness and knowledge (on the field) is crucial to becoming a well-
balanced, highly efficient lacrosse athlete. That self-assured, poised demeanor
is earned through many hours of tedious training and attention to detail
in working the body and mind to meet and overcome obstacles. Game-day
performance is the result of pushing the body beyond self-imposed limita-
tions and knowing that one has done everything to prepare for success.

Training Program Development

Some degree of analysis is required before more practical work can begin.
Players must take inventory of their needs and desired outcomes by assess-
ing current fitness levels, formulating general goals, and considering their
previous training experience. In many cases, the athlete’s coach is a great
resource for feedback. What characteristics does a player need to work on
to attain optimal results on the field? For some, the specific deficiency may
be linear or lateral speed. This may be a defensive player who has trouble
covering an opponent in a one-on-one match-up situation or an attacker
who may need to accelerate more quickly through the defense. For other
players, a lack of total-body strength may be a deficiency that, if addressed
properly, can result in significant improvement in power, balance, and
body control. Whatever the deficiencies, an off-season devoted to training
will help the athlete address weaknesses and become a better player. In
4 ◆ Complete Conditioning for Lacrosse

addition, a comprehensive physical testing profile will enable the athlete

to discover areas of performance that should be corrected. Without the
valuable information gained during these initial steps, the remainder of
the physical preparation process leading up to competition will be unclear
and the outcomes will be uncertain.

Establishing a Foundation
Regardless of an athlete’s training status, strategies can be implemented
to develop the physical skills necessary for future success. The first step
in building any structure is to lay a solid foundation. In preparation for
lacrosse, that foundation consists of basic skills, drills, and movements
that gradually increase in intensity and complexity. For beginner or
intermediate athletes (up to five years of training experience), a successful
program begins with a lower level of intensity (e.g., reduced complexity or
resistance) and volume (e.g., reduced number of drills, sets, or reps) and
gradually escalates as the athlete’s work capacity and adaptability improve
and overall athleticism increases. This will help instill confidence and
allows for steady gains to be realized.
Initially, athletes should perform simple resistance exercises and move-
ment drills two to three days per week to allow for sufficient neurological
adaptation. The program at first should emphasize introductory strength
development, flexibility, movement-skills orientation, and conditioning,
and then it should evolve steadily to encompass all of the fitness param-
eters that are specific to the development of lacrosse skills. The game plan
should cover all the components of training, and its application must be
consistent, not sporadic. Athletes who do not work toward developing all
of the fitness parameters (strength, power, speed, flexibility, balance, body
control, and conditioning) concurrently will not see significant, substantial
physiological gains and may quickly lose most, if not all, short-term gains.
If training is consistent, improvements will be made.
In addition, short-term and long-term goals should be set along the way
so coaches and athletes can adequately assess progress and evaluate the
training program to determine whether the desired outcomes are being
met. Without these objectives in place, training has little purpose and
may lead to an imbalanced result. Athletes are by nature highly competi-
tive, and feedback based on testing and goal attainment is an outstanding
motivational tool. Progress in performance or goal achievement will give
athletes additional motivation for future accomplishments. It should also
be mentioned that in many cases, gains do not occur in a linear fashion.
Improvements may be realized quickly in one area while in other perfor-
mance categories, gains may occur more slowly. Over time, however, hard
work will yield positive results.
Many interrelated variables are involved in developing a successful
lacrosse player. Linear and lateral speed, strength, power, flexibility, game
 Training Considerations ◆ 5

skill and knowledge, endurance, desire, and mental toughness all play
significant roles in successful performance. Regardless of one’s position
on the field, every athlete must be fully prepared for competition. The
success of the team is determined by how well each player builds him-
self and how dedicated he or she is to achieving individual goals. When
the individual players are united in their willingness to train and pursue
physical improvement, the team has a better chance of attaining success.
A balanced, multidimensional approach to training is crucial to ensure
that each athlete can compete at the desired level with minimal skill dete-
rioration. When addressing athletic development, strength is the founda-
tion for movement-skill development and injury prevention. Strength may
be defined as the maximal force a muscle or muscle group can generate
at a specified velocity (Knuttgen and Kraemer 1987). Without adequate
total-body (upper, lower, and core) strength, the athlete’s potential for
maximal force production, particularly in the areas of shot speed, stick
control, and acceleration, may be compromised and the risk of injury may
be increased. This total-body strength base will enable the lacrosse player
to excel at many other (often more advanced) skills. Acceleration, top-end
speed, and agility all depend on the athlete’s ability to produce force. In
some instances, younger, inexperienced athletes desire to be fast, powerful,
and well conditioned but choose to skip the strength-development com-
ponent necessary for achieving those skills due to the dedication required.
In addition to strength, it is recommended that players develop a com-
prehensive, preparatory level of conditioning before other movement
skills (e.g., speed, agility) are introduced. The establishment of an aerobic
foundation allows the cardiorespiratory system to adapt more effectively
when transitioning to lacrosse-specific anaerobic endurance training and
allows for quicker recovery from bouts of anaerobic activity. Again, many
novice athletes choose to skip this step and may not have an adequate
base of aerobic endurance.
Finally, recovery strategies play a crucial role in the potential success of
any training plan. If recovery is neglected or ignored, the training program
will likely be less effective. Recovery strategies are as much a part of the
training process as the actual workouts themselves. Without consistency
in both the breakdown (workout) and recovery (refueling) phases, the
success of the training process may be compromised.

Designing a Program
Before the program-design process begins, several factors must be taken
into consideration. What goals would the individual or team like to attain?
Improved lateral speed? An increase in lean muscle mass to provide more
body armor to withstand intense contact? Overall improvement in stick- or
ball-handling skills via the enhancement of upper-body and grip strength?
These are all valid, lacrosse-specific objectives. How should the training
6 ◆ Complete Conditioning for Lacrosse

influence on-field performance? Ultimately, the testing or development

protocol used must affect on-field performance in a positive manner. With-
out this link, training will not be as effective. The answers to these specific
questions regarding lacrosse performance are crucial in deciding which
training system is most appropriate for a team or an individual player.
When designing a program, the athlete should begin with a vision of
the desired outcome and work forward. What are the athlete’s specific
performance goals for the future? What performance variables must be
addressed so that lacrosse skills can improve? Each athlete, in consultation
with his or her coach, must perform a needs analysis in order to identify
weaknesses and areas of performance to address in order to improve game
skills in the future. A needs analysis must take into consideration the
strengths and weaknesses of the individual in each of the performance
categories. Upper- and lower-body strength, power, linear speed, lateral
speed, flexibility, and conditioning should be assessed as part of this pro-
cess. Specific strategies for testing each of these are discussed in chapter
2. When designing a program, special attention must be given to areas of
weakness while maintaining those performance characteristics that are
considered strengths. For example, an athlete with excellent mobility skills
(e.g., linear or lateral speed) but poor upper-body strength may wish to
focus on strength development while maintaining mobility skills during
a particular training phase.
Specific short-term and long-term goals for both the team and the
individual should then be set and incorporated into the training plan. For
example, an athlete with a goal of improving upper-body strength should
set incremental goals during each four- to six-week training cycle. If the
goal is to improve bench press performance by 20 pounds (9 kg) during the
off-season, the athlete should set smaller goals (e.g., 5-10 pounds, or 2-4.5
kg) for each four- to six-week training period. This will build reasonable
strength and help her see gains throughout the off-season. The ultimate
outcome should be a stronger, more powerful, well-conditioned player
who is able to transfer off-field improvement to lacrosse-specific skills.

Gender Differences in Training for Lacrosse

Lacrosse is gaining popularity throughout the world for both men and women
for good reason. The excitement, fast-paced style of play, and limited equipment
needs have made the sport very popular with schools, clubs, and universities.
Although some differences in rules and strategies exist between men’s and
women’s lacrosse, the objectives remain the same: increased athleticism,
improved skill development, and injury prevention. Both male and female play-
ers also strive to improve movement proficiency, strength, power, flexibility,
and endurance. Although there are subtle differences in training schedules
(e.g., the start of the season, practice and competition schedules), the overall
preparation cycles for men’s and women’s lacrosse are comparable.
More physical contact is permissible in the men’s game; therefore, male
lacrosse players are required to have balance, strength, and joint integrity in
order to deliver and receive body checks. Overall, females tend to have less
absolute strength than their male counterparts with 40 to 60 percent of the
upper-body strength of men and 70 to 75 percent of the lower-body strength.
(Ebben and Jensen 1998). However, relative strength (measuring lean body
mass to strength and power ratios) are virtually identical in both female and
male athletes (Ebben and Jensen 1998). Controlling the ball, making shots with
tremendous velocity, resisting and administering stick checks, and maintain-
ing positioning all require strength and stability, and virtually no physiological
differences exist between men and women in the type of program used to
enhance these characteristics.
Injury prevention is essential for both male and female players. However,
female athletes are more susceptible to knee (typically anterior cruciate liga-
ment) injuries, and specialized exercises may be needed to address this dif-
ference. Bilateral and unilateral strength-development exercises for both the
knee and hip joints, plyometrics, and a lateral-movement training program are
essential elements in preventing knee injuries because they improve connec-
tive tissue integrity, stability, and a player’s ability to withstand the production
of substantial force. A balanced movement-skill program focused on injury
prevention should gradually increase the volume and intensity of lateral moves
to allow for adaptation to rapid deceleration and change of direction.
In addition, efficient cycling of the training program allows for adequate
recovery. Multiple weeks (usually three to five) of higher intensity workouts
should be followed by a week of moderate to light activity to allow for recovery
and adaptation. If planned recovery periods are not incorporated, breakdown
may occur in the training cycle. Many coaches fail to factor mental or physical
downtime into the off-season plan and therefore may not maximize the pro-
ductivity of the training cycle. Although there are no guarantees that an athlete
can avoid injury, a well-planned, comprehensive training program can certainly
reduce the likelihood that injuries will occur.
With few exceptions, a well-designed training plan for a female athlete would
be similar to that for a male athlete. Strength and power development, linear
and lateral speed training, flexibility, conditioning, and recovery would differ in
very few ways. The most significant difference would not be gender (i.e., male,
female) but rather experience level (i.e., beginner, intermediate, advanced). The
program for a beginner would be more simplistic than a program for someone
who has more experience in off-field training. For this reason, this text treats the
men’s and women’s game in like fashion when discussing training parameters
and discusses any differences that are noteworthy.

7
8 ◆ Complete Conditioning for Lacrosse

Training Strategies
Before beginning to design the off-field workouts, it is crucial to understand
the philosophical principles that support the training model. The perfect
program exists only in theory. It is important to create the best possible
model that addresses each athlete’s specific needs. The foundations of
training must be considered before beginning the planning phase. First,
training must be approached in a comprehensive manner. This means that
all elements necessary for competition—strength, power, speed, agility,
conditioning, flexibility, and recovery—must be part of the program at
some point during the training cycle (and may overlap). Neglecting some
of these characteristics will produce less-than-optimal results.
Next, strength development is the key to any athletic endeavor. A stron-
ger athlete is a better athlete. Without a foundation of strength, other areas
of the training model may be compromised. For example, power gains will
not be as substantial without a baseline level of strength that enables the
speed component to transfer into practical skills. For most healthy athletes,
the most effective way to develop strength is to perform closed kinetic
chain, multijoint movements with free weights. Such movements develop
joint integrity, flexibility, and specific movement patterns that are neces-
sary for successful performance in lacrosse. In addition, resistance training
must produce physiological symmetry. Athletes whose muscular structure
is out of balance are less effective and may be more likely to sustain an
injury. All training programs must include movements that promote joint
and muscular balance from side to side, top to bottom, and left to right.
Third, all training activities must transfer to practical, lacrosse-specific
skills. This is accomplished by incorporating proper linear and lateral
speed mechanics (e.g., running technique) and sport-specific condition-
ing (e.g., speed endurance training) into the training program. Without
these important links, the strength and power earned in the weight room
cannot be effectively transferred to competition. A strong, powerful lacrosse
player who lacks speed endurance may be effective for a short period of
time but will eventually lose skill precision as the game enters the second
half—when the outcome of most games is determined. A less experienced
athlete in particular must learn to work on all facets of the game and not
focus just on the elements that seem most appealing or comfortable.
Next, a comprehensive program must be implemented in a logical
manner and broken into stages (cycles) that complement skill training
and development. This type of strategic planning is known as periodiza-
tion. Each stage, or cycle, must have clear objectives; the long-term goal is
always improved performance. Recovery techniques must be consistently
used alongside training. Proper nutrition, flexibility, and rest are crucial
for success. These elements provide the means for supercompensation
(i.e., elevating performance capabilities) and allow for overall growth and
development.
 Training Considerations ◆ 9

The final and perhaps most important consideration is the manner in

which training is conducted. Mental focus, determination, and willingness
to break through physical barriers are characteristics that all great lacrosse
players draw upon during a game. This same attitude must be present while
preparing to play. Each workout must be conducted at a level of intensity
that matches that of game day, and athletes should take on every train-
ing opportunity with a game-day mentality and the desire to overcome
obstacles. Without these elements, training results may be lacking and the
end result will be disappointing.

Lacrosse is a physically demanding, high-speed sport that requires each

athlete to be physically and mentally strong, powerful, well conditioned,
and disciplined. For players to best prepare to compete and succeed, off-
field training must be incorporated into the training schedule, and training
to develop strength, power, speed, agility, and conditioning along with
lacrosse-specific skill development must take place simultaneously. There
are no shortcuts! Off-the-field training requires a great deal of hard work;
persistence in performing the workouts and having a logical, organized
plan of attack are the most effective ways to attain goals. Each athlete must
be committed to excellence, be patient in waiting for results, and—most
important—have fun along the way!
Chapter 2

Testing
and Evaluation

Lacrosse is a complex, multidimensional sport that requires the athlete to

demonstrate proficiency in a wide range of performance categories. Offen-
sive moves (e.g., dodging, setting picks, screening, stick handling, passing,
shooting), defensive maneuvers (e.g., sliding, body checks), and transition
execution (e.g., clearing, riding) all require the use of fundamental athletic
skills that can be addressed through performance training. Speed (both
linear and lateral) is required for playing all positions on the field and can
mean the difference between making a play or coming up short. Rapid
offensive flow, which is either initiated from the face-off or transitioned
from the defensive end of the field, requires linear acceleration, decelera-
tion, and rapid change of direction. On the defensive end, defensive man-
to-man coverage, slides, and body checks require foot speed, lateral speed,
and rapid deceleration. Goalie play involves hand–eye coordination, foot
speed, lateral speed, balance, and body control.
Regardless of the position an individual plays, lacrosse requires strength
(upper-body, lower-body, core, and grip), which is needed for stick han-
dling, passing, shooting, checking, and clearing. Ultimately, however,
lacrosse is a power sport. Power is the ability to generate force rapidly.
Dodging, passing, and shooting all require explosive, powerful movements.
Tying all of these elements together is conditioning, or the ability to move
at a high rate of speed for as long as possible with minimal deterioration
of skill.
Without adequate preparation of the cardiorespiratory system, all per-
formance skills (e.g., power, strength, speed) are susceptible to decline.
Conditioning is not only a product of genetic gifts but, more important,
a product of hard work and commitment. Conditioning can be the great
equalizer during competition. Teams with fewer natural talents and

10
 The Purpose of Testing
A number of tests may be performed, and coaches must consider
many factors when deciding which tests are best for their team. What
is the desired outcome of the training program? Which tests fit into the
lacrosse system used? What equipment and facilities are available with
the means of testing the event? For example, it would be difficult to test
a 40-yard dash if a 40-yard course with sufficient room for deceleration
at the end of the course is not available. How much time do the players
have to devote to training considering academic responsibilities, other
sport responsibilities, and organizational limitations such as league
or conference rules? All of these factors must be considered when
designing a training program and developing a testing baseline that
best complements the program and its desired outcomes. Rather than
administering numerous tests, which may not be manageable, coaches
should consider narrowing the tests to a few that can be done efficiently
and effectively and can be administered throughout the year. Tests
must be both valid and reliable. Validity refers to the degree to which
the test measures what it is intended to measure. Lacrosse-specific (or
position-specific) skills are complex but may be tested via simple skills
or movements that can predict performance on game day. For example,
performance in a 40-yard sprint during the off-season is an excellent
predictor of acceleration abilities on the playing field during the season.
Reliability refers to the test producing consistent and repeatable results.
In most cases, tests are reliable when testing protocols, equipment, test
administrators, and techniques are consistent from one test period to
the next. The specificity of testing is also important. Specificity refers to
the ability of the test or training event to have a direct correlation to the
demands of lacrosse. For example, the NFL agility drill is an excellent
indicator of change-of-direction speed. There is a connection between
an individual's time in that event and the athlete's ability to redirect
during a lacrosse game. Training (and testing) specifically for this event
will enable the athlete to realize improvement in the ability to execute
the lateral speed demands of particular field positions. It is also crucial
to appreciate the interdependence of one test event on another. In the
example above, lateral movement skills (as measured by agility) are the
by-product of an increase in lower-body strength (as measured by the
squat test), core strength (as measured by the core hold test), explosive
power (as measured by the broad jump), and improved running tech-
nique. This is one reason why it is so important to improve leg strength
and power while working on technique to enable the athlete to transition
weight-room gains with lacrosse skills.

11
12 ◆ Complete Conditioning for Lacrosse

physical gifts can gain a competitive advantage by outworking and outhus-

tling others, and they do so by maintaining a higher level of conditioning.
Success requires bringing all of these skills together in a cohesive manner.
Deficiencies in any of these areas may result in underperformance or even
injury.
Before planning a training regimen, each of these performance indica-
tors should be assessed individually. Testing allows for honest, objective
feedback about an athlete’s strengths and areas that need to be improved.
Initially, testing should be administered either at the end of the season or
shortly before the off-season training cycle begins. This will help ensure
that data are high quality and reliable. The results of testing can be used
to measure the athlete’s current fitness profile and to quantify progress
throughout the training cycle.
In addition, coaches may use testing to assess the effectiveness of their
program during the off-season training period. If certain weaknesses or
specific trends in the team’s performance are detected, the training program
may be adjusted to address those deficiencies. For example, if periodic test
results indicate that lateral speed is poor, the next phase of the training
program can be adjusted to include more change-of-direction drills.
Coaches may also use testing to predict on-field performance. Results
may be used to identify which athletes are best suited for certain positions
and which may be the most successful at executing a specific skill. For
example, an athlete with exceptional conditioning levels (speed endur-
ance) may be more effective at playing a midfield position, which requires
athletes to play in both the offensive and defensive zones. An athlete with
excellent lateral movement skills, foot speed, and hand–eye coordination
may be best suited for goalie—one of the most important positions on
the field.
Test results may also be used for strategic planning and for making per-
sonnel decisions, and each coach should establish a system of performance
standards that can be replicated with some degree of consistency through-
out the training cycle. Regardless of the means used, testing should be fun,
consistent, and beneficial for the athlete and, ultimately, for the team.

Performance Testing
Individual performance characteristics should be assessed at regular inter-
vals during the year. Although testing is most often conducted during
the off-season, there may be times when it is appropriate to test during
the season (e.g., the conditioning test). Progress can be measured and the
athlete can see tangible results—the benefits of hard work and consistency.
Instead of choosing just one or two tests, the athlete should consider the
entire range of testing categories, especially those in which he or she is
deficient. Although it’s not easy to face weaknesses, each athlete needs
to address and overcome weaknesses in order to become a better player.
 Testing and Evaluation ◆ 13

Flexibility Assessments
Flexibility is the ability to move joints effectively and efficiently through
a full range of motion (ROM). Flexibility is a key element in determining
joint ROM and the ability to execute skills such as acceleration and cutting.
Significant range of motion in the hip flexors or hamstrings for example,
will allow the athlete to move unimpeded through a greater range of
motion and reduce the possibility of injury. This is especially important
for lacrosse players during high-speed events such as sprinting, decelerat-
ing, checking and other contact opportunities. Athletes with functional
flexibility—the ability to play with a lower center of gravity—can maintain
leverage during body-contact situations.
Regardless of the physical demands of specific positions, a lacrosse player
will benefit from including flexibility training in the routine. Flexibility can
refer to two things: a muscle’s ability to lengthen and shorten in response
to the body’s movements and a joint’s ability to reach its full ROM. These
factors affect a player’s injury risk profile and influence performance. For
example, greater hip mobility may contribute to lower accumulated stress,
which may in turn reduce instances of groin and hip flexor strains. Per-
formance may also suffer as a result of insufficient upper-body and torso
flexibility. Limited shoulder ROM and back tightness may inhibit shot
speed by decreasing a shooter’s ability to maximize the wind-up before a
shot, thus shortening the lever arm needed to generate maximal velocity.
Another example is the need for a defender to maintain a low center of
gravity when engaged with an attacker. Increased hip and hamstring ROM
enable this function.
The most common flexibility tests are the sit-and-reach test and the
single-leg hamstring flexibility test.

Sit-and-Reach Test
Due to the nature of the sport and the demands placed on the muscula-
ture of the low back and trunk in shooting, passing, stick handling, and
face-offs or draw control, low-back stress is rather common. The sit-and-
reach test is a basic, easy-to-administer assessment tool that effectively
measures low-back and hamstring flexibility. This test provides feedback
about the athlete’s current status and indicates whether that area should
be of particular focus for more extensive flexibility work.
Purpose
This test measures hamstring and low-back flexibility.
Equipment
8- to 12-inch (20-30 cm) box, ruler
14 ◆ Complete Conditioning for Lacrosse

Setup
Attach the ruler to the top of the box with 6 inches (15 cm) extending
past the edge of the box and 6 inches extending across the top of the box
(the 6-inch mark is at the base of the box). The ruler is used to measure
the distance of the reach.
Procedure
• Sit with the knees straight and the feet approximately three to four
inches apart (figure 2.1a).
• Place one hand on top of the other.
• Reach as far as possible onto the box, extending the hands and hold-
ing for a brief moment (figure 2.1b). Two attempts may be given.
Results
The norms for the sit-and-reach test are provided in table 2.1. Measure
from the edge of the box as the zero mark. A positive (+) score means
that the athlete was able to reach beyond the end of the box (past the
toes) and a negative score (-) means that the athlete was unable to reach
the box.

Figure 2.1 Sit-and-reach test.

 Testing and Evaluation ◆ 15

Table 2.1 Sit-and-Reach Test Norms

Male Female
Excellent >+6 in. >+6 in.
Good +3 in. to +6 in. +3 in. to +6 in.
Average 0 in. to +3 in. 0 in. to +3 in.
Fair -3 in. to 0 in. -3 in. to 0 in.
Poor <-3 in. <-3 in.

Single-Leg Hamstring Flexibility Test

Hamstring flexibility is an area of concern for many lacrosse players. Given
the amount of stress typically absorbed by this muscle group, it is crucial
to have sufficient ROM. As in other field sports (e.g., soccer, field hockey)
that require continuous movement up and down the field, hamstring
strength, endurance, and flexibility play an important role. Another test
of flexibility is the single-leg hamstring test. This test will help analyze
hamstring flexibility without involvement of the low back. It can also be
beneficial in the assessment of bilateral differences between the right and
left legs. Such imbalances may contribute to the likelihood of injuries and
can be corrected with additional flexibility training if necessary.
Purpose
This exercise measures unilateral hamstring ROM.
Equipment
Dowel or yardstick
Setup
The subject lies supine on a flat surface with the arms at the sides, both
knees fully extended, and toes dorsiflexed, keeping the hips, shoulders,
and head on the ground.
Procedure
• The subject slowly raises the test leg as high as possible while keep-
ing the other leg fully extended, and the knee and heel in contact
with the floor.
• The tester places one end of the dowel in the center of the hip joint
and the other at the level of the center of the knee joint. The subject
must keep the hips in contact with the floor at all times.
• The tester may allow for three attempts and accept the best result.
• The subject repeats the test with the opposite leg.
Results
The norms for the single-leg hamstring flexibility test are provided in
table 2.2.
16 ◆ Complete Conditioning for Lacrosse

Table 2.2 Single-Leg Hamstring Flexibility Test Norms

Male Female
Excellent >120° >120°
Good 90°-120° 90°-120°
Average 90° 90°
Fair 70°-90° 70°-90°
Poor <70° <70°

Strength Assessments
Lacrosse players must be strong and able to exert force while executing the
sometimes complex skills of the game. Strength is the maximum force a
muscle or muscle group can generate at a specified velocity. It is the basis
of all athletic development (e.g., speed, power, injury prevention) and is
a contributing factor in most athletic skills. Although important to all
athletes, hip strength relative to knee stability is particularly important for
females with regard to preventing injury to the anterior cruciate ligament.
Upper-body strength is necessary for stick handling, shot and stick
control, and body checking. Lower-body strength is required for rapid
acceleration, deceleration, and maintaining position during physical
engagements and serves as the base for explosive stick handling. Equally
important is the role of strength in injury prevention. Strength provides
joint stability during cuts and allows players to withstand the rigors of
contact in order to protect themselves. Female athletes, who on average
are more susceptible to knee injuries, must have substantial strength and
joint integrity to prevent knee injuries.
The most common strength tests include the bench press test, the back
squat test, the pull-up test, the sit-up test, the core hold test, and the
push-up test.
 Testing and Evaluation ◆ 17

Determining Your One-Repetition

or Multiple-Repetition Maximum
When conducting free-weight, maximal-effort tests, it is important to
know how these tests should be conducted. In the back squat test
and bench press test, for example, a one-repetition maximum (1RM)
or multiple-repetition maximum can be used. A 1RM tends to be most
accurate but is not recommended for beginners, who are not prepared
for handling maximal loads. A multiple-repetition maximum is appropri-
ate for beginners as well as experienced lifters.
With the following simple calculation, a multiple-repetition maximum
can be converted to a 1RM (Epley 1985):
weight × reps × .0333 + weight = estimated 1RM
This calculation is important when determining training intensity
during the program design phase because percentages of 1RM will
determine training weights. Without knowing the 1RM, either actual or
estimated, this will not be possible.
When testing bodyweight events such as pull-ups, push-ups, sit-ups,
and others, the focus is strength endurance so using a 1RM is unnec-
essary. When administering these tests, a multiple-repetition maximum
(to muscular failure) is recommended.
For all assessment tools, a period of training acclimation should
precede testing. For simple exercises such as pull-ups, sit-ups, and
push-ups, a pretraining period of a week or two should be sufficient. For
more complex movements such as the back squat, a longer period of
acclimation (two to three weeks to two to three months, depending on
technical adaptation) may be required. In all tests, the athlete’s safety
should be of primary concern. At no time should poorly executed tech-
nique be accepted. To protect the health and well-being of the athlete,
the test administrator should be mindful of perfect execution and should
not accept substandard test performance.

Bench Press Test

The bench press is a tool for measuring upper-body strength. Although
the movement itself has limited application to lacrosse, it is often used
as an indicator of shoulder, triceps, upper-back, and chest strength.
Its importance should not be overestimated because many other tests
(e.g., vertical jump, back squat, and 10-yard sprint) are more specific to
lacrosse. However, the bench press is widely known to many coaches and
the equipment is fairly accessible.
Another random document with
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 Belgium shall have stated its intentions as to the acceptation
of these dispositions, the sovereignty shall be exercised
collectively by the Council of three administrators of the
Free State and by the Governor-General."

----------CONGO FREE STATE: End--------

CONGRESS: Of the United States.

Reapportionment of Representatives.

See (in this volume)

UNITED STATES OF AMERICA: A. D. 1901 (JANUARY).

CONSTANTINOPLE: A. D. 1896.
Attack of Armenian revolutionists on the Ottoman Bank,
and subsequent Turkish massacre of Armenians.

See (in this volume)

TURKEY: A. D. 1896 (AUGUST).

----------CONSTITUTION OF AUSTRALIA.: Start--------

The following is the "Act to constitute the Commonwealth of

Australia," as passed by the Imperial Parliament, July 9, 1900
(63 & 64 Vict. ch. 12)—see (in this volume) AUSTRALIA: A. D.
1900. The text is from the official publication of the Act:

Whereas the people of New South Wales, Victoria, South

Australia, Queensland, and Tasmania, humbly relying on the
blessing of Almighty God, have agreed to unite in one
indissoluble Federal Commonwealth under the Crown of the
United Kingdom of Great Britain and Ireland, and under the
Constitution hereby established: And whereas it is expedient
to provide for the admission into the Commonwealth of other
Australasian Colonies and possessions of the Queen: Be it
therefore enacted by the Queen's most Excellent Majesty, by
and with the advice and consent of the Lords Spiritual and
 Temporal, and Commons, in this present Parliament assembled,
and by the authority of the same, as follows:-

1. This Act may be cited as the Commonwealth of Australia

Constitution Act.

2. The provisions of this Act referring to the Queen shall

extend to Her Majesty's heirs and successors in the
sovereignty of the United Kingdom.

3. It shall be lawful for the Queen, with the advice of the

Privy Council, to declare by proclamation that, on and after a
day therein appointed, not being later than one year after the
passing of this Act, the people of New South Wales, Victoria,
South Australia, Queensland, and Tasmania, and also, if Her
Majesty is satisfied that the people of Western Australia have
agreed thereto, of Western Australia, shall be united in a
Federal Commonwealth under the name of the Commonwealth of
Australia. But the Queen may, at any time after the
proclamation, appoint a Governor-General for the Commonwealth.

4. The Commonwealth shall be established, and the Constitution

of the Commonwealth shall take effect, on and after the day so
appointed. But the Parliaments of the several colonies may at
any time after the passing of this Act make any such laws, to
come into operation on the day so appointed, as they might
have made if the Constitution had taken effect at the passing
of this Act.

{155}

5. This Act, and all laws made by the Parliament of the

Commonwealth under the Constitution, shall be binding on the
courts, judges, and people of every State and of every part of
the Commonwealth, notwithstanding anything in the laws of any
State; and the laws of the Commonwealth shall be in force on
all British ships, the Queen's ships of war excepted, whose
first port of clearance and whose port of destination are in
the Commonwealth.

6. "The Commonwealth" shall mean the Commonwealth of Australia

as established under this Act. "The States" shall mean such of
the colonies of New South Wales, New Zealand, Queensland,
Tasmania, Victoria, Western Australia, and South Australia,
including the northern territory of South Australia, as for
the time being are parts of the Commonwealth, and such
colonies or territories as may be admitted into or established
by the Commonwealth as States; and each of such parts of the
Commonwealth shall be called "a State." "Original States"
shall mean such States as are parts of the Commonwealth at its
establishment.

7. The Federal Council of Australasia Act, 1885, is hereby

repealed, but so as not to affect any laws passed by the
Federal Council of Australasia and in force at the
establishment of the Commonwealth. Any such law may be
repealed as to any State by the Parliament of the
Commonwealth, or as to any colony not being a State by the
Parliament thereof.

8. After the passing of this Act the Colonial Boundaries Act,

1895, shall not apply to any colony which becomes a State of
the Commonwealth; but the Commonwealth shall be taken to be a
self-governing colony for the purposes of that Act.

9. The Constitution of the Commonwealth shall be as follows:

THE CONSTITUTION.
This Constitution is divided as follows:-

Chapter I.—The Parliament:

Part I.—General:
Part II.—The Senate:
Part III.—The House of Representatives:
 Part IV.—Both Houses of the Parliament:
Part V.—Powers of the Parliament:

Chapter II.—The Executive Government:

Chapter III.—The Judicature:
Chapter IV.—Finance and Trade:
Chapter V.—The States:
Chapter VI.—New States:
Chapter VII.—Miscellaneous:
Chapter VIII.—Alteration of the Constitution.

The Schedule.

CHAPTER I. THE PARLIAMENT:

PART I.—GENERAL.

1. The legislative power of the Commonwealth shall be vested

in a Federal Parliament, which shall consist of the Queen, a
Senate, and a House of Representatives, and which is
herein-after called "The Parliament," or "The Parliament of
the Commonwealth."

2. A Governor-General appointed by the Queen shall be Her

Majesty's representative in the Commonwealth, and shall have
and may exercise in the Commonwealth during the Queen's
pleasure, but subject to this Constitution, such powers and
functions of the Queen as Her Majesty may be pleased to assign
to him.

3. There shall be payable to the Queen out of the Consolidated

Revenue fund of the Commonwealth, for the salary of the
Governor-General, an annual sum which, until the Parliament
otherwise provides, shall be ten thousand pounds. The salary
of a Governor-General shall not be altered during his
continuance in office.

4. The provisions of this Constitution relating to the

Governor-General extend and apply to the Governor-General for
the time being, or such person as the Queen may appoint to
administer the Government of the Commonwealth; but no such
person shall be entitled to receive any salary from the
Commonwealth in respect of any other office during his
administration of the Government of the Commonwealth.

5. The Governor-General may appoint such times for holding the

sessions of the Parliament as he thinks fit, and may also from
time to time, by Proclamation or otherwise, prorogue the
Parliament, and may in like manner dissolve the House of
Representatives. After any general election the Parliament
shall be summoned to meet not later than thirty days after the
day appointed for the return of the writs. The Parliament
shall be summoned to meet not later than six months after the
establishment of the Commonwealth.

6. There shall be a session of the Parliament once at least in

every year, so that twelve months shall not intervene between
the last sitting of the Parliament in one session and its
first sitting in the next session.

PART II.—THE SENATE.

7. The Senate shall be composed of senators for each State,

directly chosen by the people of the State, voting, until the
Parliament otherwise provides, as one electorate. But until
the Parliament of the Commonwealth otherwise provides, the
Parliament of the State of Queensland, if that State be an
Original State, may make laws dividing the State into
divisions and determining the number of senators to be chosen
for each division, and in the absence of such provision the
State shall be one electorate. Until the Parliament otherwise
provides there shall be six senators for each Original State.
The Parliament may make laws increasing or diminishing the
number of senators for each State, but so that equal
representation of the several Original States shall be
 maintained and that no Original State shall have less than six
senators. The senators shall be chosen for a term of six
years, and the names of the senators chosen for each State
shall be certified by the Governor to the Governor-General.

8. The qualification of electors of senators shall be in each

State that which is prescribed by this Constitution, or by the
Parliament, as the qualification for electors of members of
the House of Representatives; but in the choosing of senators
each elector shall vote only once.

9. The Parliament of the Commonwealth may make laws

prescribing the method of choosing senators, but so that the
method shall be uniform for all the States. Subject to any
such law, the Parliament of each State may make laws
prescribing the method of choosing the senators for that
State. The Parliament of a State may make laws for determining
the times and places of elections of senators for the State.

{156}

10. Until the Parliament otherwise provides, but subject to

this Constitution, the laws in force in each State, for the
time being, relating to elections for the more numerous House
of the Parliament of the State shall, as nearly as
practicable, apply to elections of senators for the State.

11. The Senate may proceed to the despatch of business,

notwithstanding the failure of any State to provide for its
representation in the Senate.

12. The Governor of any State may cause writs to be issued for
elections of senators for the State. In case of the
dissolution of the Senate the writs shall be issued within ten
days from the proclamation of such dissolution.

13. As soon as may be after the Senate first meets, and after
each first meeting of the Senate following a dissolution
thereof, the Senate shall divide the senators chosen for each
State into two classes, as nearly equal in number as
practicable; and the places of the senators of the first class
shall become vacant at the expiration of the third year, and the
places of those of the second class at the expiration of the
sixth year, from the beginning of their term of service; and
afterwards the places of senators shall become vacant at the
expiration of six years from the beginning of their term of
service. The election to fill vacant places shall be made in
the year at the expiration of which the places are to become
vacant. For the purposes of this section the term of service
of a senator shall be taken to begin on the first day of
January following the day of his election, except in the cases
of the first election and of the election next after any
dissolution of the Senate, when it shall be taken to begin on
the first day of January preceding the day of his election.

14. Whenever the number of senators for a State is increased

or diminished, the Parliament of the Commonwealth may make
such provision for the vacating of the places of senators for
the State as it deems necessary to maintain regularity in the
rotation.

15. If the place of a senator becomes vacant before the

expiration of his term of service, the Houses of Parliament of
the State for which he was chosen shall, sitting and voting
together, choose a person to hold the place until the
expiration of the term, or until the election of a successor
as hereinafter provided, whichever first happens. But if the
Houses of Parliament of the State are not in session at the
time when the vacancy is notified, the Governor of the State,
with the advice of the Executive Council thereof, may appoint
a person to hold the place until the expiration of fourteen
days after the beginning of the next session of the Parliament
of the State, or until the election of a successor, whichever
first happens. At the next general election of members of the
House of Representatives, or at the next election of senators
for the State, whichever first happens, a successor shall, if
the term has not then expired, be chosen to hold the place
from the date of his election until the expiration of the
term. The name of any senator so chosen or appointed shall be
certified by the Governor of the State to the
Governor-General.

16. The qualifications of a senator shall be the same as those

of a member of the House of Representatives.

17. The Senate shall, before proceeding to the despatch of any

other business, choose a senator to be the President of the
Senate; and as often as the office of President becomes vacant
the Senate shall again choose a senator to be the President.
The President shall cease to hold his office if he ceases to
be a senator. He may be removed from office by a vote of the
Senate, or he may resign his office or his seat by writing
addressed to the Governor-General.

18. Before or during any absence of the President, the Senate

may choose a senator to perform his duties in his absence.

19. A Senator may, by writing addressed to the President, or

to the Governor-General if there is no President or if the
President is absent from the Commonwealth, resign his place,
which thereupon shall become vacant.

20. The place of a senator shall become vacant if for two

consecutive months of any session of the Parliament he,
without the permission of the Senate, fails to attend the
Senate.

21. Whenever a vacancy happens in the Senate, the President,

or if there is no President or if the President is absent from
the Commonwealth the Governor-General, shall notify the same
to the Governor of the State in the representation of which
the vacancy has happened.

22. Until the Parliament otherwise provides, the presence of

at least one-third of the whole number of the senators shall
be necessary to constitute a meeting of the Senate for the
exercise of its powers.

23. Questions arising in the Senate shall be determined by a

majority of votes, and each senator shall have one vote. The
President shall in all cases be entitled to a vote; and when
the votes are equal the question shall pass in the negative.

PART III.—THE HOUSE OF REPRESENTATIVES.

24. The House of Representatives shall be composed of members

directly chosen by the people of the Commonwealth, and the
number of such members shall be, as nearly as practicable,
twice the number of the senators. The number of members chosen
in the several States shall be in proportion to the respective
numbers of their people, and shall, until the Parliament
otherwise provides, be determined, whenever necessary, in the
following manner:—

(i.) A quota shall be ascertained by dividing the number of

the people of the Commonwealth, as shown by the latest
statistics of the Commonwealth, by twice the number of the
senators.

(ii.) The number of members to be chosen in each State

shall be determined by dividing the number of the people of
the State, as shown by the latest statistics of the
Commonwealth, by the quota; and if on such division there
is a remainder greater than one-half of the quota, one more
member shall be chosen in the State. But notwithstanding
anything in this section, five members at least shall be
chosen in each Original State.
 25. For the purposes of the last section, if by the law of any
State all persons of any race are disqualified from voting at
elections for the more numerous House of the Parliament of the
State, then, in reckoning the number of the people of the
State or of the Commonwealth, persons of that race resident in
that State shall not be counted.

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26. Notwithstanding anything in section twenty-four, the

number of members to be chosen in each State at the first
election shall be as follows:—

New South Wales, twenty-three;

Victoria, twenty;
Queensland, eight;
South Australia, six;
Tasmania, five;

provided that if Western Australia is an Original State, the

numbers shall be as follows:—

New South Wales, twenty-six;

Victoria, twenty-three;
Queensland, nine;
South Australia, seven;
Western Australia, five;
Tasmania, five.

27. Subject to this Constitution, the Parliament may make laws

for increasing or diminishing the number of the members of the
House of Representatives.

28. Every House of Representatives shall continue for three

years from the first meeting of the House, and no longer, but
may be sooner dissolved by the Governor-General.
29. Until the Parliament of the Commonwealth otherwise
provides, the Parliament of any State may make laws for
determining the divisions in each State for which members of
the House of Representatives may be chosen, and the number of
members to be chosen for each division. A division shall not
be formed out of parts of different States. In the absence of
other provision, each State shall be one electorate.

30. Until the Parliament otherwise provides, the qualification

of electors of members of the House of Representatives shall
be in each State that which is prescribed by the law of the
State as the qualification of electors of the more numerous
House of Parliament of the State; but in the choosing of
members each elector shall vote only once.

31. Until the Parliament otherwise provides, but subject to

this Constitution, the laws in force in each State for the
time being relating to elections for the more numerous House
of the Parliament of the State shall, as nearly as
practicable, apply to elections in the State of members of the
House of Representatives.

32. The Governor-General in Council may cause writs to be

issued for general elections of members of the House of
Representatives. After the first general election, the writs
shall be issued within ten days from the expiry of a House of
Representatives or from the proclamation of a dissolution
thereof.

33. Whenever a vacancy happens in the House of

Representatives, the Speaker shall issue his writ for the
election of a new member, or if there is no Speaker or if he
is absent from the Commonwealth the Governor-General in
Council may issue the writ.

34. Until the Parliament otherwise provides, the

qualifications of a member of the House of Representatives
shall be as follows:—

(i.) He must be of the full age of twenty-one years, and

must be an elector entitled to vote at the election of
members of the House of Representatives, or a person
qualified to become such elector, and must have been for
three years at the least a resident within the limits of
the Commonwealth as existing at the time when he is chosen:

(ii.) He must be a subject of the Queen, either

natural-born or for at least five years naturalized under a
law of the United Kingdom, or of a Colony which has become
or becomes a State, or of the Commonwealth, or of a State.

35. The House of Representatives shall, before proceeding to

the despatch of any other business, choose a member to be the
Speaker of the House, and as often as the office of Speaker
becomes vacant the House shall again choose a member to be the
Speaker. The Speaker shall cease to hold his office if he
ceases to be a member. He may be removed from office by a vote
of the House, or he may resign his office or his seat by
writing addressed to the Governor-General.

36. Before or during any absence of the Speaker, the House of

Representatives may choose a member to perform his duties in
his absence.

37. A member may by writing addressed to the Speaker, or to

the Governor-General if there is no Speaker or if the Speaker
is absent from the Commonwealth, resign his place, which
thereupon shall become vacant.

38. The place of a member shall become vacant if for two

consecutive months of any session of the Parliament he,
without the permission of the House, fails to attend the
House.
39. Until the Parliament otherwise provides, the presence of
at least one-third of the whole number of the members of the
House of Representatives shall be necessary to constitute a
meeting of the House for the exercise of its powers.

40. Questions arising in the House of Representatives shall be

determined by a majority of votes other than that of the
Speaker. The Speaker shall not vote unless the numbers are
equal, and then he shall have a casting vote.

PART IV.—BOTH HOUSES OF THE PARLIAMENT.

41. No adult person who has or acquires a right to vote at

elections for the more numerous House of the Parliament of a
State shall, while the right continues, be prevented by any
law of the Commonwealth from voting at elections for either
House of the Parliament of the Commonwealth.

42. Every senator and every member of the House of

Representatives shall before taking his seat make and
subscribe before the Governor-General, or some person
authorised by him, an oath or affirmation of allegiance in the
form set forth in the schedule to this Constitution.

43. A member of either House of the Parliament shall be

incapable of being chosen or of sitting as a member of the
other House.

44. Any person who—

(i.) Is under any acknowledgment of allegiance, obedience, or

adherence to a foreign power, or is a subject or a citizen or
entitled to the rights or privileges of a subject or a citizen
of a foreign power: or
 (ii.) Is attainted of treason, or has been convicted and is
under sentence, or subject to be sentenced, for any offence
punishable under the law of the Commonwealth or of a State by
imprisonment for one year or longer: or

(iii.) Is an undischarged bankrupt or insolvent: or

(iv.) Holds any office of profit under the Crown, or any

pension payable during the pleasure of the Crown out of any of
the revenues of the Commonwealth: or

(v.) Has any direct or indirect pecuniary interest in any

agreement with the Public Service of the Commonwealth
otherwise than as a member and in common with the other
members of an incorporated company consisting of more than
twenty-five persons: shall be incapable of being chosen or of
sitting as a senator or a member of the House of
Representatives. But sub-section iv. does not apply to the
office of any of the Queen's Ministers of State for the
Commonwealth, or of any of the Queen's Ministers for a State,
or to the receipt of pay, half pay, or a pension by any person
as an officer or member of the Queen's navy or army, or to the
receipt of pay as an officer or member of the naval or
military forces of the Commonwealth by any person whose
services are not wholly employed by the Commonwealth.

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45. If a senator or member of the House of Representatives—

(i.) Becomes subject to any of the disabilities mentioned in

the last preceding section: or

(ii.) Takes the benefit, whether by assignment, composition,

or otherwise, of any law relating to bankrupt or insolvent
debtors: or
(iii.) Directly or indirectly takes or agrees to take any fee
or honorarium for services rendered to the Commonwealth, or
for services rendered in the Parliament to any person or
State: his place shall thereupon become vacant.

46. Until the Parliament otherwise provides, any person

declared by this Constitution to be incapable of sitting as a
senator or as a member of the House of Representatives shall,
for every day on which he so sits, be liable to pay the sum of
one hundred pounds to any person who sues for it in any court
of competent jurisdiction.

47. Until the Parliament otherwise provides, any question

respecting the qualification of a senator or of a member of
the House of Representatives, or respecting a vacancy in
either House of the Parliament, and any question of a disputed
election to either House, shall be determined by the House in
which the question arises.

48. Until the Parliament otherwise provides, each senator and

each member of the House of Representatives shall receive an
allowance of four hundred pounds a year, to be reckoned from
the day on which he takes his seat.

49. The powers, privileges, and immunities of the Senate and

of the House of Representatives, and of the members and the
committees of each House, shall be such as are declared by the
Parliament, and until declared shall be those of the Commons
House of Parliament of the United Kingdom, and of its members
and committees, at the establishment of the Commonwealth.

50. Each House of the Parliament may make rules and orders
with respect to—

(i.) The mode in which its powers, privileges, and immunities

may be exercised and upheld:
(ii.) The order and conduct of its business and proceedings
either separately or jointly with the other House.

PART V.—POWERS OF THE PARLIAMENT.

51. The Parliament shall, subject to this Constitution, have

power to make laws for the peace, order, and good government
of the Commonwealth with respect to:—

(i.) Trade and commerce with other countries, and among the
States;

(ii.) Taxation; but so as not to discriminate between States

or parts of States:

(iii.) Bounties on the production or export of goods, but so

that such bounties shall be uniform throughout the
Commonwealth:

(iv.) Borrowing money on the public credit of the

Commonwealth:

(v.) Postal, telegraphic, telephonic, and other like services:

(vi.) The naval and military defence of the Commonwealth and

of the several States, and the control of the forces to
execute and maintain the laws of the Commonwealth:

(vii.) Lighthouses, lightships, beacons and buoys:

(viii.) Astronomical and meteorological observations:

(ix.) Quarantine:

(x.) Fisheries in Australian waters beyond territorial limits:

(xi.) Census and statistics:

(xii.) Currency, coinage, and legal tender:

(xiii.) Banking, other than State banking; also State banking

extending beyond the limits of the State concerned, the
incorporation of banks, and the issue of paper money:

(xiv.) Insurance, other than State insurance; also State

insurance extending beyond the limits of the State concerned:

(xv.) Weights and measures:

(xvi. ) Bills of exchange and promissory notes:

(xvii.) Bankruptcy and insolvency:

(xviii.) Copyrights, patents of inventions and designs, and

trade marks:

(xix.) Naturalization and aliens:

(xx.) Foreign corporations, and trading or financial

corporations formed within the limits of the Commonwealth:

(xxi.) Marriage:

(xxii.) Divorce and matrimonial causes; and in relation

thereto, parental rights, and the custody and guardianship of
infants:

(xxiii.) Invalid and old-age pensions:

(xxiv.) The service and execution throughout the Commonwealth

of the civil and criminal process and the judgments of the
courts of the States:
(xxv.) The recognition throughout the Commonwealth of the
laws, the public Acts and records, and the judicial
proceedings of the States:

(xxvi.) The people of any race, other than the aboriginal race
in any State, for whom it is deemed necessary to make special
laws:

(xxvii.) Immigration and emigration:

(xxviii.) The influx of criminals:

(xxix.) External affairs:

(xxx.) The relations of the Commonwealth with the islands of

the Pacific:

(xxxi.) The acquisition of property on just terms from any

State or person for any purpose in respect of which the
Parliament has power to make laws:

(xxxii.) The control of railways with respect to transport for

the naval and military purposes of the Commonwealth:

(xxxiii.) The acquisition, with the consent of a State, of any

railways of the State on terms arranged between the
Commonwealth and the State:

(xxxiv.) Railway construction and extension in any State with

the consent of that State:

(xxxv.) Conciliation and arbitration for the prevention and

settlement of industrial disputes extending beyond the limits
of any one State:

(xxxvi.) Matters in respect of which this Constitution makes

provision until the Parliament otherwise provides:
 (xxxvii.) Matters referred to the Parliament of the
Commonwealth by the Parliament or Parliaments of any State or
States, but so that the law shall extend only to States by
whose Parliaments the matter is referred, or which afterwards
adopt the law:

(xxxviii.) The exercise within the Commonwealth, at the

request or with the concurrence of the Parliaments of all the
States directly concerned, of any power which can at the
establishment of this Constitution be exercised only by the
Parliament of the United Kingdom or by the Federal Council of
Australasia:

(xxxix.) Matters incidental to the execution of any power

vested by this Constitution in the Parliament or in either
House thereof, or in the Government of the Commonwealth, or in
the Federal Judicature, or in any department or officer of the
Commonwealth.

52. The Parliament shall, subject to this Constitution, have

exclusive power to make laws for the peace, order, and good
government of the Commonwealth with respect to—

(i.) The seat of government of the Commonwealth, and all

places acquired by the Commonwealth for public purposes:

(ii.) Matters relating to any department of the public service

the control of which is by this Constitution transferred to the
Executive Government of the Commonwealth:

(iii.) Other matters declared by this Constitution to be

within the exclusive power of the Parliament.

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53. Proposed laws appropriating revenue or moneys, or imposing

taxation, shall not originate in the Senate. But a proposed
law shall not be taken to appropriate revenue or moneys, or to
impose taxation, by reason only of its containing provisions for
the imposition or appropriation of fines or other pecuniary
penalties, or for the demand or payment or appropriation of
fees for licences, or fees for services under the proposed
law. The Senate may not amend proposed laws imposing taxation,
or proposed laws appropriating revenue or moneys for the
ordinary annual services of the Government. The Senate may not
amend any proposed law so as to increase any proposed charge
or burden on the people. The Senate may at any stage return to
the House of Representatives any proposed law which the Senate
may not amend, requesting, by message, the omission or
amendment of any items or provisions therein. And the House of
Representatives may, if it thinks fit, make any of such
omissions or amendments, with or without modifications. Except
as provided in this section, the Senate shall have equal power
with the House of Representatives in respect of all proposed
laws.

54. The proposed law which appropriates revenue or moneys for

the ordinary annual services of the Government shall deal only
with such appropriation.

55. Laws imposing taxation shall deal only with the imposition
of taxation, and any provision therein dealing with any other
matter shall be of no effect. Laws imposing taxation, except
laws imposing duties of customs or of excise, shall deal with
one subject of taxation only; but laws imposing duties of
customs shall deal with duties of customs only, and laws
imposing duties of excise shall deal with duties of excise
only.

56. A vote, resolution, or proposed law for the appropriation

of revenue or moneys shall not be passed unless the purpose of
the appropriation has in the same session been recommended by
message of the Governor-General to the House in which the