Attention deficit hyperactivity disorder (ADHD) is the most common mental disorder occurring during childhood and adolescence. Regardless whether with or without hyperactivity, with a prevalence of 6-8%, ADHD is far more frequent than other disorders at an early age. Due to its persistence up to adulthood, a fact unknown until recently, ADHD remains a current topic. Present German literature lists figures exceeding 50%. Influential factors for the manifestation and severity of ADHD are genetic predisposition, prenatal intoxication and sociocultural circumstances. A diagnosis is made using sets of criteria, e.g. ICD-10 or DSM-V. Primary symptoms presented by a lack of attention, impulsivity and hyperactivity are thus evaluated. In addition, associated disorders, such as specific learning disorders, can be taken into consideration. In order to ease these symptoms, a multimodal therapy concept is applied, which consists of a mixture of behavioral training, medication and complementary methods. Therapies can be adjusted individually depending on the severity of the disorder. A therapy concept with high potential is exercise, which, in combination with sports creates a basis for activity learning. Moto- and experiential pedagogy make use of physical experience. In school sports, they form the basis for possible interventions. The school premises define a major part of childrens and adolescents life circumstances. Tutors and teachers can make helpful contributions to diagnoses and therapies. The positive effects of exercise on the symptoms of ADHD enable physical education teachers to work with persons affected by this disorder. This thesis discusses physical education teachers area of expertise and introduces a model that explains the use of moto- and experiential pedagogy in school sports in connection with people affected by ADHD.