Rugby Football Union Essay Example for Free

Rugby Football Union Essay With sport gaining increasing esteem, and spreading largely into university, the first sets of national rules came about through the Oxbridge melting pot with the Football Association (1863) and the Rugby Football Union (1871). The combination of Oxford and Cambridge university students comprised standardized rules and this further development undoubtedly helped expand sport in Britain. Increased participation by lower classes in the 19th century soon led to the questioning of middle class social control. The growth of professionalism resulted in a series of disputes between both classes with regards to sporting interests.   With regards to boxing, the changes have been remarkable with the core principles still continuing throughout the 19th century. For example, in 1867 the Marques of Queensberry Rules were drafted and introduced fixed time periods for rounds of three minutes and a one minute recovery period. There was also the beginning of gloves and a qualified referee to ensure a fair fight. Another change was in the location of bouts. After 1880, fights began taking place in designated arenas, with proper rings including ropes and canvases unlike the man made circle of spectators that previously made the ring.  Furthermore, there was the classification of weight divisions, formed around 1890 by athletic clubs. The original weight classes of light or heavyweight were then joined by four other categories; bantamweight, featherweight, welterweight and middleweight. In theory, the finely calibrated division were created to prevent mismatches; in practice, they have the felicitous effect of creating many more champions and many more title shots'(John Sugden Boxing and Society pg 31).  However, the continuity of boxing in the 19th century still included the main principal of inflicting a sufficient amount of physical damage to an opponent to win a bout. Outside the ring, gambling was still rife in the sport with potentials of big winnings if the higher class folk such as lords had good participants fight for them. Another aspect of continuity in boxing was the environment in which boxers fought in. The fighters in the 19th century were still surrounded by rowdy spectators which created a sense of hostility around the setting. Lastly, the social aspect of boxing remained within the sport. The working class men saw boxing as an outlet from the hard shifts undergone at the factories and could enjoy a social drink. With regards to horse racing, there were many changes within the 19th century. The variety of races were expanded and specific roles were assigned for certain people on the race course e.g. starters, judges and bookmakers.  Jarvie, G (2006) explains how the sport has developed after the 1800s. With the rail link leading to increased transport, came larger attendances at races, allowing for jockeys to travel about in order to compete elsewhere which is how Horne. J; Tomlinson, A and Whannel, G (1999) refer to the development of the characteristics of horse racing through the nature of the modernisation of 19th century Britain. An aspect of continuity in horse racing is gambling which is a key role within English horse racing. Gambling in horse racing has been rife since the beginning due to the large financial and economical profits that gambling provides to the British public and society.  Another point of continuity in horse racing in the 19th century is that it was the highest spectator sport within Britain, with the annual race being a large social event for many towns, merging all social classes together. Another change is in the equality of horse racing. Initially, in horse racing, the upper classes retained jockeys to ride on their behalf (Barry, 2002: p 5) due to the costs of maintaining the horses, travel expenses and entry fees. Kay, J and Vamplew, W (2003: p 128) stated that, there was an equality of aim to organise and win races but an inequality of means which divide the sport and its participants into discrete zones of competition. Furthermore, racing declared to, promote intercourse between different classes of society (Vamplew, W 1976: p 130) in order to provide equal opportunity and since there were no set rules prior to 1797, the 19th century was vital to horse racing, providing the Rules Concerning Horse Racing in General. These were followed by amendments made by the jockey club.  The 19th century brought an improved standard upon horse racing with time trials, improved diets and fluid retention along with sweating and purging and the first record of a horse race was made in 1842 in the Racing Calendar due to the improvement of literacy. Additionally, with British society rapidly altering with the industrial revolution, horse racing in the 19th century provided increased police supervision and protection to maintain order and set an example to society.  The new middle class also had a defining impact upon the change and continuity of sport in the 19th century. The population grew fourfold in the 19th century and, it was in the public schools that older ball games and athletic activities were re-invented and turned into modern sports. (Holt, R, 2001: p 75) Rugby came from the Rugby School; where Thomas Arnold was influential, and his students went on to spread the sport of rugby throughout the educational system in the 1850s. The game rugby, a strictly amateur sport, started with the simple rule of allowing a player to run with a ball if he caught it on the fly or on the first bounce. Formed in 1872 the Rugby Union initially consisted of teams with 20 players but was then cut down to 15 in 1875. Games were won by go als alone; however tries and penalties were added in 1877 as a scoring system which continues today. Brasch (1986) explains how Rugby league which can be traced back to the 1871, attracting large numbers of players and crowds from the working classes. With such a rapid growth in the sport came a fear of loss of control by the Rugby Football Union and an eventual split formed the Northern Rugby Football Union in 1895. There first action was to impose the payment of players and then gradually changed the rules with the abolition of the lineout and the value of goals was changed to two points. However, the sport maintained the fair play initiative and same method of scoring and purpose within the game. The strength of the men playing the sport epitomised muscular Christianity and embodied British society.  It is clear to see how the game of rugby impacted upon the latter stages of the 19th century. With vast change and rapid growth it is clear to see that compared to sport in the early 19th century it had begun to mature and cement its place amongst British society. The back streets were no longer areas of play, alcohol was controlled in order to maintain society and schoolyards were helping to increase participation along with the formation of new sports. The educational system was profound upon sport in 19th century Britain. It was not until 1890 when Baron de Coubertin revisited the Rugby School where Thomas Arnold was the headmaster, did his dream to revive the Olympics and globalise sport come true. He saw how sporting principles in British schools, muscular Christianity and athleticism were a good way to re-build the youth of France after the defeat in the Franco-Prussian war. His take on sport in Britain drove him to form the International Olympic Committee in 1894. In conclusion, sport within Britain in the 19th century evidently grew along with growth of the United Kingdom and the change from small towns to large industrial cities was like the change from early 19th century football to the rationalisation and formation of professionalism and the Football Association. The festivals and past times of playing sports in any street were given a purpose and designated area in the 19th century. The United Kingdoms initial reluctance to teach sport in schools was eventually turned around and seen as a perfect way to promote healthy living. Not only did sport in 19th century Britain create much change, much of its continuity is evident through the peoples passion to not let work control their life and pursue sporting events even though sometimes it wasnt in their free time. Bibliography Barry, T. (2002) Advanced PE for Edexcel (Limited Edition) Harcourt Education Limited, Heinemann and London.  Brasch, R. (1986) How Did Sports Begin? (edition published in 1990) Tynron Press, Stenhouse, Dumfriesshire.  Kay, J and Vamplew, W (2003)