Table III.

Example of the process of the analysis; moving from the text (meaning unit) to codes, subcategories, and generic categories.

Meaning units	Codes	Subcategories	Generic categories
“Because, you know, everywhere in our society it's all about grades or credits, and stuff, and it's so nice to go to dance. Because there you can let go of everything else and, like, just be. Without always trying to achieve something. That's amazing.”—S	Dance offers an oasis from grades and external pressure	Dance as an oasis from grades and external pressure	Dance as an oasis from stress
“That, I mean, there's been such high demands at school sometimes … And then, when you dance like this in your free time, there are no demands at all—it's really nice.” —K1
“And that it's much better, I mean, it's a way worse feeling when you know that you're always being judged. You know that someone is standing and watching you and is going to, like, rate you.” —S1	It is a horrible feeling to be judged, and to be watched and rated	It is important to have a non-judgmental zone
“Well, it's great that you've done this, but you could be even better and now you have to do this even better.” Yeah, basically everything is about achieving. […] That's why it's so nice to enter a dance studio where achievement just isn't that important.”—T1	You can always do better and achieve more. Dance serves as a contrast to the achievement-oriented environment
“When you do a dance you can experience those feelings for yourself.”—A3	Dance embodies emotions	Use dance to identify and communicate emotions	Dance as emotional expression
“There's a feeling you have, and when you then take some (dance) steps you know—you think, ‘Well, this is something I can really relate to!’—You heighten the feeling and really show it.” —M1	Embraces dance moves that she can emotionally relate to