The purpose of this study was to analyze the characteristics of classroom knowledge used by physical education teachers and to show the importance of knowledge required for them by exploring the difficulties in classroom management. Two elementary school teachers and three middle school teachers, each with a different degree in physical education, were interviewed in depth to collect data with various features. The collected data were analyzed using domain analysis and taxonomic analysis proposed by Spradley(1979). The results can be divided into two major categories. First, teachers used various teaching methods, and their own classroom knowledge was utilized through various teaching methods such as motivation, efficient physical activity instruction, and team activities. Second, the difficulty of classroom management due to obstacles for true teaching, barriers in the field, and barriers to complete classroom operation. Based on these results, it was suggested to cultivate the knowledge of the classes through various contents knowledge of teachers and to change the physical education documents that actively reflect the field and the age in order to realize the value of physical education curriculum.