Physical education (PE) teachers are instrumental in advancing China’s curriculum reform and promoting the wellness of adolescents, and the professional identity of these instructors represents the jumping-off point and drive of the occupation. This paper employed the implicit association test (IAT) based on the neural network model and the questionnaire survey method to compare the implicit and explicit stereotypes of teachers’ occupational commitment from the perspectives of college students majoring in PE. Moreover, the deep-learning-based intelligent methods of BERT and BiLSTM were used to capture and analyze the comments on open-source social media platforms to present the explicit main concerns that PE majors have about their professional identity. The findings showed the following: (1) the overall explicit and implicit career identity of PE majors turned out to be positive; (2) the implicit professional identity trended upward as the grade grew, whereas the explicit one went down among senior students; (3) specialized social practices were conducive to the increase in teacher professional identity among PE undergraduates; (4) urban students recognized PE teachers as a committed occupation more than their rural counterparts do; (5) training time was correlated to positive teacher professional identity; (6) male students were more likely to see PE teachers as a capability-centered occupation, while female students had a stronger affective commitment; (7) state PE policies helped elevate teacher professional identity; (8) the low social status of PE teachers and insufficient on-campus professional training were of major concern to develop PE majors’ teacher professional identity; and (9) most PE students pursued their prospective professional career for material gain.