PURPOSE: To explore physical education student teachers’ practical knowledge content and development, it aimed to analyze the factors that may influence over their practical training period. METHODS: Used case studies, which drew on information collected from interviews, classroom observations and data analysis. The triangulation will to examine the reliability and validity. RESULTS: 1. Content and development: (1) knowledge of study educational contexts: They also considered a PE teacher a profession which needs to establish professional image, interaction with students, and efforts to become an PE teacher; (2) knowledge of learner: Three cases were realize that taking students’ health is very critical. They were aware that was a difference gender of students’ learning ability, gave different tasks or more time; (3) knowledge of general pedagogical: Three cases were in order to make the class run smoothly, use discipline methods to correct students’ behavior, but they also build up good relationship with students to create a harmonious atmosphere; (4) pedagogical content knowledge: Three cases were made great progress after several times of teaching. They gave prompts, instructions and feedbacks more carefully, analysis the main point of movement more structure, used the material to auxiliary, successfully established a good relationship with students in a lively atmosphere. 2. PE student teachers’ practical knowledge source can be attributed to previous personal experiences, the gaining of teaching experiences as well as their mentor teachers’ guidance in teaching. CONCLUSION: Practical knowledge developed within practical context will be reflected and judged by themselves and develop their own teaching styles.