Abstract
This study examined the role of exercise as a moderator of executive functioning for children with attention-deficit hyperactivity disorder (ADHD). Specifically, the hypothesis that exercise enhances the executive functioning of children with ADHD and promotes enhanced wellbeing was explored. Topics examined included the type of exercise, duration, severity, and other critical factors that play a role in the efficacy of exercise as a possible adjunct intervention for children with ADHD. A systematic review was utilized to identify literature from the SocINDEX and PsycInfo databases, with a variety of search terms utilized to identify articles exploring the impact of exercise on children with ADHD. Results from the study suggest that exercise may positively moderate inhibitory control and other key aspects of executive functioning to aid children with ADHD.