The aim of the present study is to identify the influential components in a competency-based curriculum for physical education student teachers. This research is applied in nature and utilizes a qualitative methodology. A document analysis method was primarily used to develop a conceptual matrix aimed at identifying competencies, characteristics, and examples of curriculum elements based on competencies. The statistical population consists of five groups: (1) academic experts in curriculum planning, (2) employers, (3) graduates of physical education teacher training programs from universities, (4) domestic documents related to the field of physical education teacher training, and (5) domestic and international scientific sources and research published on competency-based curriculum. To identify the competencies of physical education student teachers and to design a competency-based curriculum model, semi-structured individual interviews were conducted until theoretical saturation was achieved. The results indicated that the expected competencies for physical education student teachers are classified into three themes and seven categories. The findings of this research were categorized into the following themes: cognitive competencies (with three categories: specialized knowledge in physical education, general cognitive competencies, and general knowledge), skill-based competencies (with two categories: specialized physical education curriculum skills and general skills), and attitudinal and emotional competencies (with two categories: attitudinal competencies related to the physical education curriculum and general attitudinal competencies). The elements and characteristics of competency-based curriculum components for physical education student teachers include objectives, content, learning activities, methods, and evaluation.