Based on constructivist theory, this study investigates the mechanism by which professional development programs influence teaching growth among 358 pre-service physical education (PE) teachers from four Chinese universities. Using a questionnaire survey, the study employed SPSS for reliability and validity testing, difference analysis, and regression analysis. The results indicate that all four dimensions of the professional development program have a significant positive impact on the four dimensions of teaching growth (β = 0.08–0.35). Among them, the effect dimension exerts the strongest influence (β = 0.18–0.35), followed by the learning and behavior dimensions, while the reaction dimension, though weaker, remains significant. Gender and grade analyses revealed that female participants reported more positive training experiences, whereas male participants demonstrated stronger teaching behavior and belief reflection; seniors scored the highest in teaching knowledge and belief dimensions. The study constructs a “Experience–Learning– Behavior–Outcome” model of teacher growth, revealing that pre-service PE teachers’ teaching growth is a systematic process driven by experience, centered on learning construction, guided by behavioral transformation, and reinforced through outcome feedback. The findings enrich the theoretical application of constructivism in teacher education and provide empirical evidence and practical pathways for optimizing teacher preparation systems and professional development initiatives in higher education.